An Empirical Study On Reading-to-writing Approach Of English Writing Teaching In Junior High School

The four basic skills of English learning include English writing,while English writing plays an essential role in junior high school English teaching.Listening and reading are input process,while speaking and writing are output process.More reading before writing can enlarge students’ vocabulary and increase the accumulation of knowledge.Reading and writing are complementary and mutually reinforcing.The research of promoting output by input,a reading-to-writing approach,came into being and was widely used in practice.However,such studies are mostly limited to higher-level learners,and there are relatively few studies on how to advance junior high school students’ writing performanceEnglish writing has always been difficult for junior high school students.In view of the difficulties,this paper focuses on the efficiency of the reading-to-writing teaching mode by comparing it with traditional writing teaching methods.This paper is based on Krashen’s comprehensible input theory,Swain’s comprehensible output theory and schema theory.The problems to be explored in this research are as follows:(1)What effects does reading-to-writing approach have on students’ English writing improvement in terms of vocabulary ability,sentence structure and discourse cohesion?(2)What effects does reading-to-writing approach have on students’ attitude and interest in English writing?In this study,two parallel classes in grade eight of a junior high school in Shaoguan were taken as experimental subjects,one for the EC and the other for the CC.During the experiment,the EC and the CC use the same teaching materials,but different teaching methods.EC uses reading-to-writing approach,while the CC uses the traditional writing teaching mode.Through pre-test,post-test,questionnaire and interview,this paper studies the influence of reading-to-writing approach on students’ writing.Using SPSS 24 system to analyze the collected raw data,the research results show that:(1)Reading-to-writing approach can significantly improve students’ writing level in terms of flexible use of vocabulary,diversity of sentence patterns and natural cohesion of discourse,indicating that students’ overall writing level has been improved.(2)Questionnaire survey data and interview results show that most students have a positive attitude towards reading-to-writing approach;this approach enhances their confidence and interest in English writing,reduces their anxiety,and enhances their internal motivation of writing.Based on this,the English teaching mode of reading-to-writing adapts to the cognitive law of improving English writing ability of junior high school students,and it can advance the efficiency of English writing teaching.This paper provides some new ideas for improving English writing teaching in junior high schools.