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

As English is an important tool for international communication,science and technology,and cultural exchange,great emphasis should be laid on the study of English.The English course of compulsory education undertakes the task of training students’ basic English literacy and developing their thinking ability,that is,students master basic English language knowledge through English course,develop basic English listening,speaking,reading and writing skills,and initially form the ability to communicate with others in English.Writing is one of the activities that can best reflect students’ comprehensive ability of using English.Reading and writing are two closely related activities in junior high school English learning process.Some relevant studies show that effective reading can promote the development of students’ writing ability to a certain extent.However,in the actual teaching process,reading and writing are often separated,which hinders students’ improvement in writing ability.Reading-to-write Approach effectively connects reading and writing,which is conducive to students’ improvement in writing.Based on Krashen’s Input Hypothesis,Swain’s Output Hypothesis and Schema Theory,the author explores the effect of Reading-to-write Approach in junior high school English teaching and its impact on students’ writing through the questionnaires,teaching experiment and interviews.This paper mainly explores the following three questions:1)Can Reading-to-write Approach change students’ attitudes towards English writing and help to improve their interest in English writing?2)Can Reading-to-write Approach effectively improve students’ English writing ability?3)In what ways can Reading-to-write Approach improve students’ English writing ability?The author conducts a teaching experiment in Class One(the control class)and Class Eight(the experimental class)of Grade Seven in a junior high school in Fuzhou,In the experimental class,Reading-to-write Approach is used for writing teaching,while in the control class,the traditional writing teaching method is still adopted.Through research,it is found that Reading-to-write Approach can change students’ attitudes towards English writing,and help to arouse students’ interest in English writing.Reading-to-write Approach can effectively improve students’ English writing ability.Therefore,it is desirable that Reading-to-write Approach should be applied to English writing class in junior high school.The author hopes that this paper will be of some help to the teaching of English writing in junior high schools.