| The full marks of English test in senior high school entrance exams of Chengdu City are 150 points,which is composed of part A and part B.Most students can get over 95 points in part A.However,students aren’t able to get satisfying marks in part B,including Completing the Dialogue,Filling the Blanks,Reading Comprehension and Writing.Part B requires students’ excellent competence in the comprehensive use of language which depends on the long-term cultivation and development.Most English teachers who participated in the correcting of senior high school entrance exams have found that there exists more room for improvement in the writing part.Therefore,the cultivation of writing ability has attracted more attention from English teachers.However,the possibility of such promotion is constrained by two aspects.On the one hand,the English curriculum standards have higher requirements for junior high school students in writing.On the other hand,reading teaching and writing teaching are two important parts in English teaching.However,in traditional English teaching,English teachers are teaching and training reading and writing separately.Some teachers are now aware of the shortcomings of traditional English writing teaching.They are exploring how to better integrate reading and writing,thus improving students’ English writing ability.Reading and writing are two significant skills in English learning.Reading is a language input process and writing is a language output process.Reading and writing are closely related and reading is the preparation for good writing and English writing is an important way to check students’ integrated ability in language learning.Therefore,in order to improve students’ writing and change the current writing teaching situation,this research proposes the application of Reading-to-write Approach in junior high school English writing based on Krashen’s Input Hypothesis,Swain’s Output Hypothsis Schema Theory,and previous researches.This research is to explore and practice how to apply the Reading-to-write Approach,the research questions of this thesis are as follows:1)Whether the writing teaching model of Reading-to-write Approach can increase junior high school students’ English writing interest?2)Whether the writing teaching model of Reading-to-write Approach can improve the English writing level of junior high school students?The participants of this research are the students in Grade 9 in Chengdu Experimental School Attached to Peking University.These 76 students belong to 2 parallel classes,which are selected as experimental class and control class respectively.The teacher adopted the Reading-to-write Approach in the experimental class while the traditional teaching of writing was maintained in the control class.In order to get a true and valid experimental results,the researcher adopts three instruments,including questionnaires,tests and interviews.Data collection is analyzed by SPSS 21.0.The major research findings are as follows:The Reading-to-writing Approach can not only effectively stimulate students’ motivation for writing in English,but also increase their interest in writing.It can also improve their writing level to a certain extent.Students take a positive attitude towards this approach.This thesis includes five chapters.The first chapter briefly introduces the research background,some information about Reading-to-write Approach is presented in chapter 2,Chapter Three introduces the research methodology.In Chapter Four,the author shows detailed analysis and discussions based on the collected data.Chapter Five is the conclusion part,in which the major findings of the research,implications for junior high school English writing teaching are presented by the author.The limitations and suggestions for future study are also proposed... |
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