An Empirical Study On The Application Of Reading-to-write To English Writing Teaching In Junior Middle School

English writing is one of the four basic skills of language learning. It is also an important part of junior middle school English teaching. Writing aims to practice the management of what the students learned, especially to check students’ comprehensive language ability and the ability to use language knowledge flexibly. Writing is throughout the whole English teaching process. A good composition should be complete, fluent, harmonious, coherent, informative and concise.(Gu, 2012). Writing, as one way of output, plays an important role in English learning. However, for a long time, writing is always a difficulty in English teaching in China. Due to various reasons, quite a number of students are passive to study English writing. It is admitted that reading and writing are two important skills, which are interdependent and interacted with each other. However, reading and writing are taught as two separate skills for a long time. Some research indicates that reading contributes to writing, but the actual situation is that writing instruction ignores the function of reading in writing process. Therefore, it is terribly needed to integrate English reading teaching with writing teaching.This thesis is based on schema theory,Krashen’s “Input hypothesis” and Swain’s “Output hypothesis”, using empirical research to discuss the effect of “Reading-to-write” in English teaching. According to this, Reading-to-write teaching method is supposed to provide instructional suggestions for junior middle school English writing teaching, and to attempt to improve students’ English writing competence. This study is designed to discuss the following questions:1. Can Reading-to-write teaching method help to facilitate the use of the writing learning strategies?2. Can Reading-to-write teaching method improve students’ writing score? If yes, in which aspects?3. Can Reading-to-write teaching method help students make progress in writing content, accuracy fluency?The participants are 96 students in Grade 8 in Wenqi Junior Middle School. There are two classes in this experiment: Class 2 is assigned as experimental class, and Class 3 as control class. In experimental class the Reading-to-write teaching method is introduced, while in control class the teacher still uses the traditional writing teaching method. The research applies quantitative and qualitative methods to analyze the data from questionnaires, tests and interview.The analysis indicates as follows:Firstly, the Reading-to-write teaching method has a positive effect on students’ writing learning strategies. The students make great progress in the use of meta-cognitive strategies, cognitive strategies and social effective strategies.Secondly, the Reading-to-write teaching method improves students’ writing scores, and promotes their English proficiency in content, accuracy and fluency.Generally speaking, the Reading-to-write teaching method is feasible and valid. This study also enlightens the teachers to change their teaching concept in design of class teaching method in order to enrich students’ writing learning strategies.