A Study On The Application Of Reading-to-Write Approach In English Writing Teaching In Junior High School

In English study,writing is one of the both four basic skills and most important skills.Nowadays the teaching of English writing is not only pessimistic but also fruitless.This is undeniably true,although many students have mastered a lot of English vocabularies and grammar knowledge,there still exist many errors in their compositions.The relationship between reading and writing has been investigated by many researchers.Hence,Reading-to-Write Approach was applied in junior writing teaching in this study,in order to test whether Reading-to-Write Approach is helpful to improve students’ writing proficiency.Based on the analysis of the previous studies,this study focuses on two research questions:(1)What are the effects of Reading-to-Write on junior high school students’ English writing?(2)What are the changes of junior high school students’ writing interest and attitude after the application of Reading-to-Write? The researcher carried out a three-month Reading-to-Write experiment in a junior high school in Shenyang,Liaoning province.The researcher selected 89 students from two parallel classes in Grade 8 as the research subjects.Reading-to-Write Approach was adopted in one of the classes with 45 students which was named experimental class(EC).While the other one with 44 students applied the traditional method,was named the control class(CC).In addition,three instruments were adopted to collect data,such as questionnaires,interview as well as tests.The researcher use SPSS software toanalyze the collected data.According to the research results,it presents that:(1)Reading-to-Write Approach is effective for junior high school students’ writing proficiency.(2)Reading-to-Write Approach is helpful to change junior high school students’ interest and attitude towards English writing.