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

Writing is an important method to test the students’ comprehensive ability of English,and it is also the most difficult and challenging part of English learning.Therefore,how to improve the effect of writing teaching effectively and achieve efficient output are already frequently mentioned issues in educational practice and research,and it is also the focus of educators’ attention.However,for a long time,in junior high school English teaching,reading and writing are still separated and unrelated to each other.Reading and writing skills are often regarded as two independent skills.The application of Reading-to-writing Model can combine reading and writing organically and avoid the separation of reading and writing in actual teaching to promote the common development and improvement of the two abilities.This study is based on the schema theory,Krashen input hypothesis and Swain output hypothesis,uses the previous researches as the foundation,follows learning situation of the learners.Reading-to-writing Model is applied to the teaching practice of English writing in junior high school,and the research and discussion are carried out to explore the effect of this model on improving students’ writing level,changing the attitude towards English writing,and improving the interest in learning.The subjects of this study are the eighty students of Grade seven from WEINAN SHIYAN Junior High School.The students are at the same level and the two class are parallel classes.In the one-semester writing experiment teaching,the experimental class adopts Reading-to-writing Model,while the control class continues to use the traditional writing teaching method.In the experiment,through questionnaires,interviews and test papers,to examine the changes of students’ writing interests and levels.The main purpose is to complete the research and discussion of the two questions:（1）Can Reading-to-writing Model improve junior high school students’ writing level?（2）Can Reading-to-writing Model change junior high school students’ attitudes towards English writing and increase their interest?The data of the research shows that when reading teaching and writing teaching are combined,Reading-to-writing Model can reduce the difficulty of writing.Students have improved significantly in the usage of vocabulary and phrases,the composition of the text structure,the correctness of grammar,the diversity of content and the authenticity of the English language,also the students’ attitudes towards English writing have changed significantly.At the same time,to a certain extent,students’ English writing level has also progressed and improved.To sum up,in junior high school English writing teaching,teachers need to integrate and reorganize the teaching content before class,regard reading and writing as an organic whole,and realize the combination.And also guide students to make good use of reading materials,master the language knowledge and information from them,develop and improve language output by language input,and then realize the improvement of junior high school students’ English writing interest and level.