"in Read Write" Empirical Study In Junior Middle School English Teaching

It is known to all that English writing is one of the four basic skills of English learning. Writing teaching is an indispensable part of junior middle school’s English teaching. It aims to practice the management of what the students learned, especially to check the students’ language integrated ability and the ability to use language knowledge flexibly. Writing is throughout the whole English teaching process. However, current situation of junior middle school’s writing teaching is still far from being satisfactory. To those junior middle school’s students who are language learning beginners, writing in English is always a difficult job, and they even don’t know how to start when they get a writing task. Meantime, writing is also a difficult part of English teaching. Therefore, according to the English writing problem of the students in junior middle school, the thesis is an empirical study of reading-to-write approach. It advocates possibly a more practical and effective way of English writing teaching approach for junior middle schools. The study attempts to examine the effectiveness of the approach, and explores the influence of the approach to writing. According to this, it’s suppose to provide instructional suggestions for junior middle school English writing teaching, and try to improve it.The study consists of the following three parts:first, discussion of the current situation of junior high school students’ reading and writing study through the questionnaire paper; second, annaliysis of the corelation degree of the ability of English reading and writing through the score of reading and writing; third, discussion of the question that whether the approach is an effective writing teaching approach and whether it can improve the students’ writing ability through teaching experiment of reading-to-write approach.The major findings were presented as follows:reading-to-write approach can help junior middle school students to improve their English writing; it can help the students perform better in text structure, that is to say, it can help them to get more formal knowledge, and express their thoughts in a clearer way; it also can reduce the number of Chinglish sentences in students’writing, and write more sentences which accord with English textual pattern.The implications from the study are that writing can be taught through reading, and writing can be integrated with reading to maximize the possibility of using information acquired from reading. However, it has to be admitted that reading-to-write is not a teaching method which can solve all the problems in writing teaching. Therefore, it should be adjusted according to the actual situation when it is applied.