以读促写 提高高中生英语写作能力的有效途径.docx

以读促写 提高高中生英语写作能力的有效途径.docx

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以读促写提高高中生英语写作能力的有效途径

Reading-to-writing:

anEffectiveApproachtoImprovingStudents’EFLWritingAbilityinSeniorHighSchools

Abstract:

EFL（Englishasaforeignlanguage）writingisoneofthefourbasicskillsofEnglishlearning.However,EFLwriting,asahighlycomplexproductiveactivity,hasalwaysbeenabigproblemtostudentsinseniorhighschools.MostofthestudentsmayfeelperplexedwhenconfrontingEFLwritingandalwaysgethalftheresultwithtwicetheeffort.Luckily,reading-to-writingapproachcaneffectivelyenlargethestudents’amountofvocabulary,promotetheirabilityinusingwordsandarrangingsentences,enrichtheirwritingmaterials,obtainwritingskillsandcultivatetheirsenseofEnglishlanguageandcompositionstructures.Thisthesis,throughananalysisofthepresentsituationofEnglishwritinginseniorhighschoolsandexpositionsofthenatureofandtherelationshipbetweenreadingandwriting,aimstoprovethenecessityandfeasibilityofreading-to-writingapproachandputforwardreading-to-writingapproachinEFLwritingpractice.Adoptingreading-to-writingapproachinourEFLwritingpracticepersistently,wewillimproveourEFLwritingabilityeffectively.

KeyWords:

EFLreadingandwriting;reading-to-writing;writingability;effectiveapproach

“以读促写”提高高中生英语写作能力的有效途径

[摘要]英语写作是英语学习的四个基本技能之一。

然而，英语写作一直是捆扰我国高中生的一大难题。

英语写作作为一个高度复杂的产出性活动，许多学生在面对英语写作时往往不知从何下手，在英语写作方面的努力往往也是事倍功半。

以读促写法能有效地拓展词汇量、丰富写作素材、习得写作技巧、提高遣词造句的能力以及培养语感和篇章结构意识。

因此，本文通过分析目前高中英语写作的现状和阐述阅读与写作的本质以及阅读与写作的关系，说明了以读促写的必要性和可行性以及如何在英语写作实践中运用以读促写的方法。

掌握以读促写的方法并持之以恒地将这种方法运用到英语写作实践当中去，我们便能够有效地提高英语写作能力。

[关键词]英语阅读；英语写作；以读促写；写作能力；有效途径

1Introduction

Nowadays,communicationbetweendifferentnationsandculturesincreasesdramatically.English,asaninternationallanguage,isbecomingmoreandmoreimportantandisusedmoreandmorewidelyinourdailylife.AsLiuYe（刘烨，2006）concludesthatEnglishasaforeignlanguagehasbecomeasureaccesstoinformationofallsortsandanindispensablemeansofinternationalcommunication.Asaresult,EnglishlearningfeversweepsthroughChinainthoseyears.Particularly,studentsinseniorhighschoolsaretryingeveryefforttoimprovetheirEnglishcompetencebecausetheyknowthatEnglishisnotonlyacompulsorycourseinUniversityEntranceExaminationbutalsoatoolinfuturecareer.

Atpresent,notafewseniorhighschoolshaveadoptedSEFC（SeniorEnglishforChina）textbookastheteachingmaterial.AccordingtotheNewEnglishCurriculumStandardsforseniorhighschools,listening,speaking,readingandwritingarefourbasicskillsandrequirementsforthestudents.Readingandwritingarethemostimportantskillsforstudentsinseniorhighschools.JustasXiongJie（熊杰，2005）pointsoutthatbothreadingandwritingarepowerfulandhighlyindividualtoolsforthinking,learninganddiscoveringandbothperformthefunctionofcommunication.LiuYe（刘烨，2006）alsosays:

“withtheshiftfromtheabilityofmanipulatingthelinguisticstructuretotheabilityofusingthelanguagetocommunicateinwritten/spokenformsinEnglish,EFLwritingwasconsideredasatoolforpeopletocommunicateinarealsituation.”Thatistosay,EFLwritingisvitaltoourindividualdevelopment.Asamatteroffact,EFL（Englishasaforeignlanguage）writinghasbeenappliedmoreandmoreinourEnglishstudyandfuturecareer.Forinstance,weneedtowritecompositionsinexams,tocommunicateorexchangeinformationwithourfriendswhosenativelanguageisEnglish,towriteapplicationsforworkorstudyabroad,etc..

However,weprobablyfindthatourEFLwritingabilityisnotsoencouragingandsatisfactorythoughwehavelearnedEnglishforseveralyearsinprimaryandmiddleschools.ManyofusstilldoaverypoorjobinapplyingEnglishtoexpressourideas,thoughts,feelings,etc.inEFLwriting.SomemayevennotabletoproduceasinglecorrectsentenceinEFLwriting.Wemayshareasamefeelingthatweactuallyhavesomethingtowriteandwanttowrite,butwejustcannotexpressitcorrectlyandappropriatelyinEnglish.Yet,mostofustendtotreatreadingandwritingseparatelyandunawaretocombinewritingwithreadingtoimproveourEFLwritingability.Infact,wereadalotofEnglishmaterialsinourEnglishlearninganddoanicejobinreadingcomprehension.

TochangethepoorperformanceinEFLwritingandimproveourwritingability,wearehighlyrecommendedtointegratewritingwithreading.Reading-to-writingapproachadvocatesapplyingwhatwehavelearnedinthereadingmaterialstowrite.Itcaneffectivelyenlargetheamountofvocabularyintheprocessofreading,provideusideasandbackgroundknowledgeforwriting,improveourreadingspeedandquality,broadenourmindandshowushowtousewords,howtoarrangesentences,howtoorganizecompositionsandhowtoachievecoherenceandunityinEFLwriting.Applingreading-to-writingapproachappropriately,wewillfindthattheEFLwritinginourexaminationsisnomorethanapieceofcake.Inthisway,wecanimproveourEFLwritingabilityeffectivelyandefficiently.

2ThepresentsituationofEnglishwritinginseniorhighschools

Inthefirstplace,mostofuslackofsufficientEFLwritingpractice.InEnglishlearning,wehaverealizedtheimportanceofreadingandpaidmuchattentiontoimproveourEnglishreadingcomprehensionability,butweusuallytendtoignorethetrainingofEnglishwriting.DifferentfromEnglishreading,Englishwriting,asahighlycomplexproductiveactivity,isanactivitythatrequiresmuchmoretimeandenergy.So,weusuallydon’tfeelliketowriteunlessweareassignedtodoso.Moreover,owingtothelimitationoftimeandheavylearningtasks,agoodmanyofussparelittletimeonEnglishwritinganddevelopnointerestinEFLwriting.Thus,it’shardforustoformahabitofwritinginourEnglishlearning.Consequently,weusuallyfeelperplexedandconfusedwhenconfrontingEFLwritinganddoverypoorjobsinourEnglishwriting.That’swhywearealwaysafraidofEFLwritingandgetfrustrationinEnglishwriting.What’sworse,weareafraidofEFLwritingduetoinsufficientpracticeandwedon’tliketopracticeEnglishwritingforourfearofEFLwriting.Thisisaviciouscircle.

TheothersituationisthatwelearnandacquirefewwritingskillsinourclassroomEnglishlearning.OurteachersseldomteachuswritingskillsinEFLwritingteaching;theyusuallyassignawritingtaskforustowriteafterclasswithoutanyguidance.Afterclass,weoftenspendhoursonitandatlasthandinapieceofwritingthatdiscouragingbothourselvesandtheteachers.Besides,ourteachersusuallygivefewcommentsandguidanceaboutwritingskillswhileevaluatingourworkssothatwegetlittleformourEFLwritingpractices.WithoutsoundEnglishwritingskills,it’sdifficultorevenimpossibleforustowriteagoodEnglishcomposition.

Moreover,weexposetoagreatamountofEnglishreadingmaterialsinourdailyEnglishlearning.WehaveatleastfiveEnglishclasseseveryweek;besides,wealsodoalotofreadingexercisesandEnglishtestsinourEnglishlearning.It’sestimatedthatwemayinput300Englishwordseverydayonaverage.

Thelastnotleast,wedonotknowhowtoapplytheinformationandlanguageknowledgelearnedfromEnglishreadingmaterialstoimproveourwritingabilitythoughwereadalot.Ifwedon’tapplywhatwehaveobtainedfromthereadingmaterials,weareactuallywastinganicewaytoimproveourEFLwritingability.

Nowit’sobviouslythatwearenotonlyafraidofEFLwritingbutalsodon’tknowhowtowriteandhowtoapplywhatwehaveobtainedfromthereadingmaterialstoimproveourEFLwritingabilitywhilewedoalotofEnglishreading.Thus,weusuallyperformverypoorinEFLwriting.Inaword,thesituationofEnglishwritinginseniorhighschoolsisnotsopleasantandsatisfactory.However,nowadays,moreandmoreemphasishasbeenlaidonourproductiveactivities.AccordingtotheNewEnglishCurriculumStandards,seniorhighschoolsstudentsaresupposedtobeabletowriteashortEnglishcompositionabout100wordsintwentyfiveminutestoexpresstheirideasclearlywithoutmakingseriousgrammaticalmistakes.Therefore,aneffectiveapproachisurgentlyrequiredtochangeourunsatisfactoryperformanceinEFLwritingandimproveourEFLwritingability.

3Thenatureofreadingandwriting

Toillustratetheeffectivenessofreading-to-writingapproach,weshouldfirstlymakeclearaboutwhatreadingisandwhatwritingis.Thissectionattemptstoillustratethenatureofreadingandwriting.

3.1Thenatureofreading

Wereceivealotofinformationinourdailylifeandstudy;readingisthemostusualandeffectivewaytogetit.Wereadallkindsofreadingmaterials,forinstance,newspapers,books,journalsormagazines,etc.togetinformation.Butwemayneverthinkofthenatureofreading.Itisnecessaryforustomakeclearaboutthenatureofreading,because“ifthestudentsfailtounderstandthenatureofreading,theywilladoptinappropriateandineffectivereadingstrategies（王蔷，2000:

111）”.

AccordingtoLongmanDictionaryofContemporaryEnglish（Thefourthedition）,theterm“reading”canmean:

“theactivityorskillofunderstandingwrittenwords”,“booksandotherthingsthatyoucanread”or“yourwayofunderstandingaparticularstatement,situation,event,etc.”（RandolphQuirk,2003:

1363）.

Whilereading,wenotonlyprocesstheinformationandstoretheinformationinour“database”,butalsointerpretthereadingmaterialsbasedonourpriorknowledgeandformouropinionsaboutthereadingmaterials.Inreading,weattempttoreconstructwhatthewritermeansaswellastouseourownkn