High School English Application Writing based on Thematic Meaning Inquiry

Abstract

Writing, as an essential output skill, plays an important role in the process of learning English and is a reflection of the learner's ability to use the language in an integrated way. However, the current situation in today's English classrooms is that learners' writing skills are relatively weak compared to their reading and listening skills, and writing has become a weakness in their English learning. Therefore, this study explores the current situation and problems of writing applied essays from a macro perspective, using input-output theory and constructivist theory as guidance, and closely linking reading and writing teaching under the guidance of thematic meaning. The contextualization integrates reading and writing in many ways. "The reading for writing" teaching mode builds a bridge between reading and writing, based on in-depth reading in a thematic sense, which improves learners' reading level and broadens their knowledge, improves learners' reading skills and broadens their knowledge, enhances learners' language skills through writing in thematic contexts, internalizes the learning of the theme, enables learners to learn to transfer and innovate, and strengthens language output.