An Empirical Study Of "Reading For Writing" Teaching Model In Junior High School Writing Class

With the speeding up of globalization,English,as the most popular language in the world,is becoming more and more vital.In Qing Dynasty,for some political and commercial reasons,people began to be exposed to English.Then in 1977,the college entrance exam was resumed and English became one of the subjects in college curriculum.Nowadays,Students have to learn English in school,and there are all kinds of English tests such as Business English,IELTS,and TOEFL as ways to judge whether his or her English is good or not.According to the development of English in our country,it is clearly that English is taken seriously.Although we attach attention to English,and regard it as one of the three major subjects,there are still many problems in English teachingListening,speaking,reading and writing are four essential skills when it comes to learning and using English and they can influence each other.Reading,as a way of inputting knowledge,can provide much writing information for students.Writing,as a way to outputting knowledge,can offer student chances to consolidate knowledge learning from reading.However,according to survey,writer found there are two problems in many English lessons: 1.teachers still prefer to put their focus on teaching reading and grammar,and ignored the importance of writing.2.Many teachers still teach writing with the traditional teaching method and separate writing from reading,which leads to the difficult in improving students’ writing level.And even some teachers do not take writing into consideration when doing their teaching plan.Because of these English teaching problems,writing becomes the burden of learning English for students.The full mark of English test in senior high school entrance exams in Chengde is150 points,and the English test consists of two parts.Part A is used to test students’ fundamental English knowledge,so it is easy for students while Part B is difficult for students,and the marks of writing in part B is 15 points.That is to say,it is necessary to improve writing when considering the basic skills of English and senior high school entrance exams.This research,based on the comprehensible input hypothesis of Krashen,comprehensible output hypothesis of Swain and schema theory,takes students in the class 11 and class 13 from Chengdu No.7 Development School as research objects and takes writing as research topic to find some disadvantages in the traditional writing teaching method.Then the research introduces the “Reading for Writing” approach to readers to make teachers realize the importance of the “Reading for Writing” approach so as to apply this writing teaching method to English lesson and improve students’ writing skills.The research questions of the study are:1)Compared with traditional writing teaching method,whether the “Reading for Writing” approach can make students more positive in English writing lesson?2)Based on “Reading for Writing” approach,whether students’ writing competence can be improved in comparison with the traditional writing teaching method?Questionnaire,interview and English writing test are three research instruments of this research.According to the four months’ empirical research,the thesis proved that the “Reading for Writing” approach teaching method is more effective to improve students’ writing skills and can make students more positive in English writing lesson.The writing points in the experimental class are higher than writing points in the controlclass after the experiment which means that the “Reading for Writing” approach is beneficial to improve students’ English writing competence.The thesis also is hoped to make more and more English teachers pay attention to the “Reading for Writing”approach and make students make great progress in English writing.