A Study on the Application of Reading-to-Write Approach in Senior High English Writing Classes
International Journal of Secondary Education
Volume 7, Issue 2, June 2019, Pages: 33-36
Received: Apr. 23, 2019;
Accepted: May 29, 2019;
Published: Jun. 13, 2019
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Li Hao, College of Teacher Education, Nanjing Normal University, Nanjing, China
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Reading-to-write approach, an increasingly popular English teaching model in China, refers to the integration of reading and writing together, through which learners can accumulate various writing skills from reading materials, such as useful vocabulary, sentence patterns, and text structures. And then they are required to write in the form of imitation, rewriting, continuation and so on. As a result, these two processes are both emphasized and mutual promoted at the same time. The present paper explored the current situation of senior high English writing classes in China and the effects of this newly developed model combined with group cooperation and peer assessment. Students from a high school in Nanjing were invited as research participants. Original data collected from questionnaires, interviews and exams was carefully analyzed. The results showed that the reading-to-write approach was feasible and effective, and exerted positive influence on students’ English writing interest, writing ability, and their sense of self-efficacy to some degree. Meanwhile, it was revealed that interactions between the teacher and students, together with peer assessments, were beneficial to create a harmonious atmosphere in class, as well as decreased the anxiety of writing. Therefore, students’ enthusiasm was stimulated greatly. English teachers can apply this method while teaching so that students’ language proficiency will be improved effectively. Group cooperation should also be taken into consideration.
English Teaching in Senior High, Writing Approach, Reading-to-Write
To cite this article
A Study on the Application of Reading-to-Write Approach in Senior High English Writing Classes, International Journal of Secondary Education.
Vol. 7, No. 2,
2019, pp. 33-36.
Copyright © 2019 Authors retain the copyright of this article.
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