An Empirical Study Of "Reading To Write" Approach On Junior College Students, English Writing

A large number of studies have shown that input is more than output in presentwriting situation. For a long time, college students have made a lot of effort onEnglish writing, but they still feel very passive. How to improve college students’English writing ability becomes an important concern and challenge in foreignlanguage teaching. This study is based on Krashen’s Input Hypothesis and Swain’sOutput Hypothesis. It combines with the present situation of college students’ Englishwriting in our country, which also analyzes and summarizes the previous studies ofthe interactive relationship between reading and writing at home and abroad. Readingto write approach is a way which integrates reading and writing in this study.In order to verify the effectiveness of this teaching mode, this study conducted acomparative empirical English teaching experiment. The experiment aims to comparethe effectiveness of reading to write approach and the traditional approach forimproving the college students’ English writing ability through this empirical Englishteaching experiment. In this study, two research questions were proposed asfollowings:(1)What is the effect of reading to write approach on non-English major juniorcollege students’ writing competence?(2)Does reading to write approach have advantage over traditional writingapproach on non-English major junior college students’ writing competence?60subjects from a junior college in Jiangxi Province participated in theexperiment. They are non-English major sophomores in Nanchang Institute ofTechnology, who are divided into the experiment group (EG) and the control group(CG). Both classes have30students taught with the different writing modesrespectively. Research tools involve three writing tests and a questionnaire. Theteaching of writing experiment lasts for six weeks. This English course stipulates twoclasses per week,45minutes per class. After the posttest, one questionnaire on thesituation of English writing learning was carried out in EG. All data were collected bySPSS13.0software to analyze whether students’ writing level changes before and afterthe experiment, also analyze the difference of two groups. The results showed that two kinds of teaching methods were beneficial toimprove the non-English major students’ writing ability. But the group which usedreading to write approach made more progress than that with traditional approach.This study also proves that the reading to write approach is of feasibility in Englishwriting teaching on non-English major. Not only does it help to improve students’English writing skills, it also improve students’ English learning interest, good studyhabits and attitudes.