The Application Of “reading-to-Writing” To English Writing Teaching In Senior Middle Schools

In the time of globalization, English writing, as one of the four language basic skills we need mastering and an important intercultural communicative means, has received more and more attention and has been applied to various fields. However, English writing is a process of applying integrated abilities and it is hard for students at senior middle schools to use it freely. Students' writing is often far from satisfactory and inspiring. Many errors and mistakes make their writing a failure. Therefore, English writing seems to be the weakest one among the teachers and students in China. In EFL teaching, writing teaching has become one of the main concerns in senior middle school during these years. It has experienced dramatic changes and resulted in many important studies either at home or abroad. However, in China, especially in senior middle school, writing teaching is neglected and little has been done with it. Many teachers have been using the traditional method, where the close dialectic relation between reading and writing is ignored.The school where I have been teaching is located in a small county in the west of Hainan. The economy, teachers' ideas and students' language abilities here are all far behind others. Most teachers in our school are searching for a better way to improve students' writing abilities. So I conducted the experiment with the aim to prove that the reading-to-writing Approach can improve the students' writing abilities effectively. The writing teaching experiment was done at Changjiang Middle school and the data were analyzed, too. The students practiced writing with the teacher's help and learned how to use words and expressions correctly in writing, and at the same time, they learned how to express their views around a topic by applying their prior knowledge. In order to examine the effectiveness of the reading-to-writing Approach, I carried a five months action research in my school, adopting the methods of literature survey, interview, questionnaire survey, testing and so on. The results of the experiment showed that reading-to-writing Approach had a more positive impact on students' writing attitudes and habits than traditional writing teaching methods. Secondly, students prefer the reading-to-writing Approach because they accept the useful expressions and writing skills more easily. Besides, our students' competence of cooperation and interaction were enhanced. Therefore, it is effective to apply reading-to-writing Approach in our writing teaching.Certainly, some students said that they prefer finishing writing by themselves. So whether the reading-to-writing Approach is accepted by all students at different levels needs to be further studied.