An Empirical Research On The Application Of Reading-to-write Approach To English Writing Teaching In Junior High School

Writing,as one of the four important language skills,is always playing a significant role in the process of English teaching and learning.Therefore,it’s quite necessary and essential for students to have a good command of English writing.However,in recent years,English writing teaching is neglected to some extent,and there are some English teachers who just focus more on the final product,which may not better effectively facilitate the improvement of students’ writing proficiency.Consequently,it’s quite momentous to choose an effective approach in English writing teaching class.Reading-to-write integrates reading with writing,which is a teaching method that is worth exploring to improve students’ English writing proficiency.The study attempts to explore the effectiveness with respect to the application of reading-to-write approach to English writing teaching in junior high school.Through empirical study,the thesis aims to address the following two research questions:Question 1: To what extent does reading-to-write approach enhance junior high school students’ self-confidence in English writing?Question 2: To what extent does reading-to-write approach improve junior high school students’ English writing scores?The empirical study was conducted in one junior high school in Jining City,Shandong Province,which lasted for five months,from September,2020 to January,2021.The research participants were 84 eighth-grade students from two parallel classes.One class with 42 students was considered as the Experimental Class(EC).Besides,the other class with 42 students was recognized as the Control Class(CC).Students in EC were taught by reading-to-write approach in English writing class,while students in CC were instructed by traditional teaching method of English writing.Tests,questionnaires and interview were involved in the research instruments.Therefore,both quantitative and qualitative analysis methods were adopted in order to analyze experimental data in the research.The research results indicate that students’ self-confidence in English writing is significantly enhanced in EC,and English writing scores are also improved greatly in EC than those of students in CC.Therefore,the application of reading-to-write approach to English writing instruction in junior high school is quite effective and meaningful.At last,pedagogical implications,research limitations and suggestions for future research are discussed,which are expected to be conducive for practical English writing teaching and learning in junior high school.