Chapter One Introduction
1.1 Background of the Research
English writing is an indispensable part of English learning process, and it has great significance on improving English learners’ comprehensive language competence. In recent years, many senior high schools and the education department have given more weight to English writing teaching. The National English Curriculum Standards for Common Senior High School (2017) imposes new requirements on students’ English writing competence of senior high school. Firstly, students should try to establish logical relations in their writing by means of connective words, demonstrative pronouns and lexical cohesion; secondly, students are required to choose the pertinent type of text based on their writing intention; thirdly, students are expected to choose proper and right vocabularies and syntactic structures based on their writing demands; finally, students are expected to convey information and express meaning by using titles, icons, images, tables and formats in their writing. Besides, according to the National English Curriculum Standards for Common Senior High School (2017), the examination forms of English writing mainly consist of Continuation Writing, Graph Writing, Topic Writing and Summary Writing. In view of these facts, English writing has received much attention in ELT classroom of senior high school in these years. Through looking through relevant documents and investigations, the author finds that both teachers and students areaware of the importance of English writing in senior high school, and some teachers are making efforts to improve students’ English writing. However, students’ English writing cannot be improved in a short time as it is a laborious task. At present, there are still some problems in English writing in senior high school.
..........................
1.2 Significance of the Research
Writing plays an important role in the process of English teaching and learning, and it can directly reflect English learners’ comprehensive linguistic competence. In 2017, the National English Curriculum Standards for Common Senior High School imposed higher standards onstudents’ English writing competence. According to it, students of senior high should possess the ability to write diaries or letters, expositions, narratives, argumentative essays, stories, reports and emails etc. It means that not only should students of senior high school master some basic writing skills, but they should have the ability to apply them to different types of compositions. Therefore, it is high time that English teachers should explore effective ways to improve students’ English writing of senior high school.
Theoretically speaking, Reading-to-write Approach has been widely used in English writing classes since it is proposed, and its validity and effectiveness have been proved in practice by many researchers. Although Reading-to-write approach has made great achievements in English writing teaching of senior high school, how to enrich and develop this English writing teaching mode to further improve students’ English writing is a new problem that puzzles every teacher and researcher under the background of the new curriculum reform. This paper helps to enrich this writing teaching method and explore a feasible way to improve students’ writing.
Practically speaking, the research also has profound practical significance for English teachers of senior high school. For one thing, the research provides inspiration for future English writing teaching of senior high school, and it helps English teachers of senior high school to better apply Reading-to-write Approach to English writing class. For another thing, the research provides a model for English teachers to develop and perfect Reading-to-write Approach in practice.
...................................
Chapter Two Literature Review
2.1 Previous Studies on Reading-to-write Approach Abroad
In 1978, Widdowson first introduces the concept of Reading-to-write. In his point of view, language learners should obtain reading skills through writing, in turn, writing skills should be achieved through reading. Subsequently, this model is widely discussed and applied by foreign and domestic scholars. Based on Widdowson’s research findings, both foreign and Chinese scholars also carry out a great deal of studies on Reading-to-write Approach.
At the beginning of 1980s, researchers in reading and writing begin to connect closely with each other, and some of them in the two research fields almost reach a mutual understanding of the relationship between reading and writing. In their opinions, reading process is almost the same as writing process, and both of them share a key cognitive mechanism. It is because both readers and writers use a series of psychological processes to actively participate in the activities of searching for meaning and creating cognitive discourse, and when constructing discourse in their minds, both of them extract information from a common “cognitive basis” database (Flood and Lapp, 1987). Therefore, it can be seen that reading and writing are two similar, dynamic and interactive processes, and both of them are highly interrelated and mutually reinforcing.
Stotsky (1983) points out that reading experience seems to affect writing ability all the time. Moreover, he stresses that good writers must also be good readers. Texts written by good readers are more skilled in syntax than those who fail to have good reading experience. It is their reading experience rather than grammar teaching or more writing practice that improves their writing skill. Therefore, he comes to the conclusion that reading activity is extremely useful for improving writing level, and writing experience can also promote reading comprehension.
.....................
2.2 Previous Studies on Reading-to-write Approach at Home
There are also plenty of relevant researches on Reading-to-write Approach, which is carried out by Chinese scholars. Xie Weina (1994) does an experiment on the relationship between reading and writing through analyzing the examinee’s scores in CET-4 examination. The results indicate that reading and writing are correlated with each other. They are intermingled with each other, mutually beneficial and cannot be separated in the process of English writing teaching. Through research, Ma Guanghui and Wen Qiufang (1999) find that students with strong reading ability can effectively and accurately acquire vocabulary and useful information needed for writing from reading materials. In fact, the selection andapplication of English expressions exert great influence on learners’ English writing ability. Finally, they come to the conclusion that reading ability has an effect on writing ability. The more vocabulary students master, the richer content they are able to write, and the more likely the main ideas and theories are to be fully expressed.
Chen Liping (2001) expounds that reading and writing are two similar, dynamic and interactive processes. Both of them contain pre-existing memory structures; both of them analyze discourse structure and both of them cover the act of comprehension and creation. Zhang Shenglin (2005) puts forward that reading and writing are two interactive processes. While reading, readers need to understand the articles from writers’ point of view and writers are also supposed to construct texts from readers’ perspective while writing. The training mode of Reading-to-write can improve students’ writing skills. All in all, reading is a prerequisite for writing, and it helps lay a solid foundation for writing, while writing can also enhance reading ability and promote the comprehending and deepening of knowledge. Sheng Yiying (2005) states that English writing teaching should be based on reading: For one thing, purposive reading guides writing; for another, effective writing promotes reading.
教学论文怎么写
...........................
Chapter Three Theoretical Framework ........................................ 19
3.1 Input Hypothesis ............................................... 19
3.2 Output Hypothesis ............................................. 21
Chapter Four Research Design ............................... 25
4.1 Research Hypotheses ....................................... 25
4.2 Research Subjects ........................................... 26
Chapter Five Data Analysis and Discussion ................................. 37
5.1 Data Analysis of Questionnaires ................................................. 37
5.1.1 Data Analysis of Questionnaires about Writing Attitude .................................. 37
5.1.2 Data Analysis of Questionnaires about Writing Habits ..................................... 40
Chapter Five Data Analysis and Discussion
5.1 Data Analysis of Questionnaires
In order to find out how Reading-to-write Approach affects students’ writing attitude, writing habits and writing ability, the author conducts questionnaires which are designed from the three aspects. What should be noted is that the same questionnaires are used by the author before and after the experiment, which is convenient to compare the changes of students’ writing attitude, writing habits and writing ability between pre-questionnaire and post-questionnaire.
5.1.1 Data Analysis of Questionnaires about Writing Attitude
Writing attitude is one of the important factors that affect students’ writing enthusiasm. A good writing attitude is necessary for improving students’ English writing. In order to find out the changes of students’ writing attitude before and after the experiment in EC and CC, the author sets 5 questions to measure students’ writing attitude. Q1 is aimed at checking students’views on the importance of writing; Q2 is aimed at seeing students’ interest in writing; Q3 is aimed at testing students’ confidence in writing; Q4 is aimed at checking students’ writing motivation; Q5 is aimed at testing students’ initiative in writing. The results are as follows.
教学论文参考
Chapter Six Conclusion
6.1 Major Findings
In order to confirm the research hypotheses raised by the author before the experiment, the author carries out a teaching experiment on Reading-to-write Approach at a senior high school in Kaifeng for more than four months. And the author conducts detailed data analysis of the questionnaires and tests before and after the experiment to verify the effectiveness and feasibility of Reading-to-write Approach in English writing teaching of senior high school. Based on the data obtained from the teaching experiment, the author draws the following conclusions.
1. Reading-to-write Approach is conducive to cultivating students’ positive writing attitude and correct writing habits and improving students’ writing ability, which is proved and verified by questionnaires and interviews among students in EC.
The author defines students’ writing attitude from five aspects: importance of writing, writing interest, writing confidence, writing motivation and writing exercise. Through comparing the results of pre-questionnaire and post-questionnaire in EC, the author finds that the percentage of the five aspects increases by 11.5%, 33.9%, 26.8%, 9.6% and 21.5% separately. From the growth rate of the data, it can be concluded that Reading-to-write Approach can cultivate students’ correct writing attitude.
Students’ writing habits consist of language usage, accumulation of writing materials, outlining, peer communication, self-editing and peer correction and modifying according to teacher’ s feedback. The percentage of the six aspects increases by 25%, 39.3%, 30.3%, 74.2%, 35.7% and 41.1% respectively. Therefore, it can be concluded that Reading-to-write approach can greatly help develop students’ good writing habits.
As for students’ writing ability, the author measures it from the following four aspects: improvements in writing, written communicating, poor writing and factors restricting writing. After the experiment, 46.4% of students in EC think that their writing ability gets improved; 51.8% of students can write an E-mail to their friends in English; only 30.4% of students think their writing is poor. And students’ English writing has been improved from the aspects of grammar, vocabulary, structure and content. Based on the above data, it can be concluded that Reading-to-write Approach can improve students’ writing ability.
reference（omitted）