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.
| Published in | International Journal of Secondary Education (Volume 7, Issue 2) |
| DOI | 10.11648/j.ijsedu.20190702.12 |
| Page(s) | 33-36 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2019. Published by Science Publishing Group |
English Teaching in Senior High, Writing Approach, Reading-to-Write
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APA Style
Li Hao. (2019). A Study on the Application of Reading-to-Write Approach in Senior High English Writing Classes. International Journal of Secondary Education, 7(2), 33-36. https://doi.org/10.11648/j.ijsedu.20190702.12
ACS Style
Li Hao. A Study on the Application of Reading-to-Write Approach in Senior High English Writing Classes. Int. J. Second. Educ. 2019, 7(2), 33-36. doi: 10.11648/j.ijsedu.20190702.12
AMA Style
Li Hao. A Study on the Application of Reading-to-Write Approach in Senior High English Writing Classes. Int J Second Educ. 2019;7(2):33-36. doi: 10.11648/j.ijsedu.20190702.12
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Download@article{10.11648/j.ijsedu.20190702.12,
author = {Li Hao},
title = {A Study on the Application of Reading-to-Write Approach in Senior High English Writing Classes},
journal = {International Journal of Secondary Education},
volume = {7},
number = {2},
pages = {33-36},
doi = {10.11648/j.ijsedu.20190702.12},
url = {https://doi.org/10.11648/j.ijsedu.20190702.12},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.20190702.12},
abstract = {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.},
year = {2019}
}
TY - JOUR T1 - A Study on the Application of Reading-to-Write Approach in Senior High English Writing Classes AU - Li Hao Y1 - 2019/06/13 PY - 2019 N1 - https://doi.org/10.11648/j.ijsedu.20190702.12 DO - 10.11648/j.ijsedu.20190702.12 T2 - International Journal of Secondary Education JF - International Journal of Secondary Education JO - International Journal of Secondary Education SP - 33 EP - 36 PB - Science Publishing Group SN - 2376-7472 UR - https://doi.org/10.11648/j.ijsedu.20190702.12 AB - 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. VL - 7 IS - 2 ER -
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