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以读促写在高中英语写作教学中的实证研究.docx

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以读促写在高中英语写作教学中的实证研究 Title:AnEmpiricalStudyontheUseofExtensiveReadingtoPromoteWritinginHighSchoolEnglishWritingInstruction Introduction: WritingisafundamentalskillinlanguagelearningandisessentialinhighschoolEnglisheducation.However,manystudentsstrugglewitheffectivewritingduetovariousreasons,suchaslackofvocabulary,limitedexposuretodiverselanguagepatterns,andlimitedwritingpractice.Toovercomethesechallenges,themethodofextensivereadinghasbeenproposedtoenhancestudents'languageproficiencyandwritingability.Thisstudyaimstoinvestigatetheefficacyofextensivereadinginpromotingwritingskillsamonghighschoolstudents. LiteratureReview: Extensivereadinginvolvesreadingalargeamountoftextforpleasureandunderstanding,withthefocusonfluencyratherthanaccuracy.Thisreadingapproachisbelievedtoenhancelearners'languageskillsbyexposingthemtoawiderangeofvocabularyandlanguagepatterns.Previousstudieshaveshownthatextensivereadingcanimprovereadingcomprehension,vocabularyacquisition,andoveralllanguageproficiency.However,limitedresearchhasbeenconductedontheimpactofextensivereadingonstudents'writingskillsinahighschoolEnglishclassroomsetting. Methodology: Thisempiricalstudyconductedaquasi-experimentaldesign,employingquantitativeanalysistomeasuretheimpactofextensivereadingonstudents'writingskills.Twoclassesofhighschoolstudentswererandomlyassignedastheexperimentalgroupandcontrolgroup,respectively.BothgroupsreceivedregularEnglishwritinginstruction,buttheexperimentalgroupadditionallyengagedinextensivereadingactivitiesforaperiodofsixweeks.Pre-testsandpost-testswereadministeredtomeasurethechangeinstudents'writingperformance. Results: Theanalysisofthepre-testscoresrevealednosignificantdifferenceinthewritingskillsbetweentheexperimentalandcontrolgroups,indicatingthesimilarityintheinitialproficiencyofthestudents.However,aftersixweeksofextensivereadingactivities,thepost-testscoresshowedasignificantimprovementinwritingskillsfortheexperimentalgroupcomparedtothecontrolgroup.Furthermore,studentsintheexperimentalgroupdispl