“以读促写”在高中英语写作教学中的推广

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论文字数:44525 论文编号:sb2022031211111744794 日期:2022-03-28 来源:硕博论文网
本文是一篇教学论文,作者从写作的重要性、写作兴趣、写作信心、写作动机和写作练习五个方面对学生的写作态度进行了界定。通过对电子商务问卷调查前后的结果进行比较,发现五个方面的比例分别提高了11.5%、33.9%、26.8%、9.6%和21.5%。从数据的增长率可以得出结论,读写结合可以培养学生正确的写作态度。

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  are aware 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. 
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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 on students’ 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. 
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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. 
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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  and application 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
教学论文怎么写
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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
教学论文参考
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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. 
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