The Application Of Multiple-text Reading For Writing Approach In Junior High School English Writing Teaching

Developing writing skill is essential for English learners.But it’s difficult for students because writing involves language knowledge,logicality,background knowledge and writing strategies,etc.Scholars propose that the improvement of writing ability can be achieved through extensive reading.Language learning is an input-internalization-output process.Reading is one of the main ways of input,and writing is viewed as a way for output.These two skills can promote and reinforce each other.But there are some problems in practical teaching.First of all,reading and writing are taught separately,so it is difficult to promote writing by reading.Secondly,teachers focus on one single text in reading teaching and the reading materials in each unit are not enough for students.In view of the above problems,the research combines the multiple-text reading with “reading for writing” in English writing teaching.It is expected that students can accumulate background knowledge,learn language knowledge,and develop writing skills through multiple-text reading,so as to improve their writing ability.The author carries out a one-semester teaching practice in a junior high middle school based on Constructivism,Krashen’s Input Hypothesis and Swain’s Output Hypothesis,and applied the Reading for Writing Approach based on multiple-text reading into the English writing teaching.A total of 93 students participate in the study,including 46 in control class and 47 in experimental class.The Multiple-text Reading for Writing teaching method is used in experimental class,while it keeps the original writing teaching method in control class.Tests,interview and questionnaire are used as research instruments to explore the influence of this method on students’ English writing ability,and try to answer the following questions:（1）What is the effect of Multiple-text Reading for Writing Approach on students’ writing ability?（2）What are the students’ changes in writing interest and writing strategies after the experiment?（3）What is the students’ feedback on Multiple-text Reading for Writing Approach?Through analysis,the research findings are as follows.Firstly,Multiple-text Reading for Writing Approach has a positive impact on students’ writing ability,and students’ writing scores have been improved in terms of content and language expression.Secondly,students are more interested in English writing and participate more actively in class.Meanwhile,Multiple-text Reading for Writing Approach can effectively improve the use of writing strategies.Finally,students hold a positive attitude towards this teaching method and think it is very helpful for writing.