An Empirical Study On The Application Of Reading-to-Write Model To English Classes In Junior Middle School

As we all know,reading and writing occupy an important position in English teaching in junior middle school.They are not only important parts of English study but two forms of tests which are used to test students’ abilities of using English and mastering basic knowledge.However,the current situation of reading and writing teaching in junior middle school is not optimistic.In reading teaching,teachers usually pay more attention to surface level knowledge rather than deep level one.So students may not have a thorough understanding of reading materials.In writing teaching,most teachers adopt the model of ―proposition-writing-correction‖,which cannot fundamentally improve students’ writing ability.By and by,not only students will lose interests in writing,teachers will also ignore the importance of writing teaching.Therefore,this kind of teaching model cannot meet the needs of the development of education.In order to meet the requirements of the New Curriculum Standards for reading and writing,the author attempts to integrate reading with writing to explore the effectiveness of reading-to-write model in junior middle school.This thesis was based on input and output hypothesis,discourse analysis theory and learning transfer theory.And it took 94 students in Gaoyang Middle School as subjects.On the basis of existing research,the author carried out an empirical research for a period of four and a half months by means of questionnaires,experiments and tests.The thesis tried to figure out the following questions.(1)Can reading-to-write model improve students’ writing levels?(2)Can reading-to-write model improve students’ writing ability in discourse planning and arranging?(3)Can reading-to-write model enrich students’ writing strategies?There were three stages in this thesis.Firstly,the author planed to understand the levels of reading and writing of the two classes before the experiment through pre-questionnaire and pre-test.Secondly,the author carried out reading-to-write model in experimental class and traditional writing teaching model in control class during the experiment.Thirdly,the author analyzed the changes in writing of two classes after the experiment by post-questionnaire and post-test.Through comparison and analysis,three conclusions can be drawn.Firstly,reading-to-write model can improve students’ writing levels,which was concluded from paired sample T-test between experimental class and control class before and after the experiment.Secondly,reading-to-write model can improve students’ writing ability in discourse planning and arranging,which was concluded from the length of compositions,the effective words of contents,the diversity of expressions,language accuracy and the cohesion and coherence of the text.Lastly,reading-to-write model can enrich students’ writing strategies.It can be obtained by the comparison of pre-questionnaire and post-questionnaire.In a word,reading-to-write model is effective in junior middle school.It can improve students’ writing ability and enrich their writing strategies.Therefore,it is feasible in writing teaching.In the practical teaching,teachers can integrate reading with writing to the maximal extent to cultivate students’ awareness of discourse.All of these are to improve students’ writing ability.However,it is not omnipotent.Teachers and students should make appropriate adjustments according to actual situation in English writing teaching.