An Action Research On Junior High School Students’ English Writing Guided By Reading-to-writing Approach

Writing is an important output skill in English learning,and it can fully reflect students’ language cognitive ability and their comprehensive language use competence.However,in the actual English language teaching,reading and writing are mostly taught separately or can’t be properly integrated.So the research on Reading-to-Writing Approach may bring us positive enlightenment or guidance in creating high efficiency in teaching English writing.But the application of Reading-to-Writing Approach in junior high school,compared with that in senior high school,and especially its action research is still insufficient.Therefore,this study intends to focus on the following two issues:(1)What is the effect of Reading-to-Writing Approach on junior high school students’ awareness of discourse structure in English writing?(2)What is the effect of Reading-to-Writing Approach on junior high school students’ sentence generation ability in English writing?Based on Krashen’s Input Hypothesis,Swain’s Output Hypothesis and the relevant theories of discourse analysis,this study conducted a 16-week action research with students in Grade Nine of a rural middle high school in Yueyang County,Hunan Province as the research objects.Data were collected from the questionnaire survey,pre-writing test and exams,and they were analyzed and discussed systematically analyzed via the SPSS26.0 and Excel software.The findings are as follows:(1)In the first round of action research,students’ understanding of discourse structure was successfully improved through guiding students to read and analyze texts,and their writing scores were significantly improved.Meanwhile,students’ problems in language expression were exposed.(2)In the second round of action research,through a series of measures such as model essay interpretation,extra-curricular reading,sentence pattern practice,functions analysis and so on,students’ sentence generation ability has been significantly improved,and their writing grade has also been further improved.This study basically verifies that Reading-to-Writing Approach can play a positive role in junior high school English writing class,and this result undoubtedly provides a beneficial reference for junior high school English writing class.