An Empirical Study On Reading-to-Write Model In English Writing In Junior High School

Listening,speaking,reading and writing are the most basic skills in English teaching.In the process of the four kinds of mutual practice,speaking and writing are the output process.On this basis,the students must do more input than output.Reading a lot can not only enable students to enlarge their vocabulary,increase the accumulation of knowledge,but also enable students to read a wider range of articles.Through the combination of reading and writing,it can help students learn the foreign language.However,to those junior high school students who are language learning beginners,writing in English is always a difficult job and current situation of junior middle school's writing teaching is still far from being satisfactory.Therefore,according to the English writing problem of the students in junior high school,the thesis is an empirical study of reading-to-write Model.The study based on the theories of the Input Hypothesis,Output Hypothesis and Scheme Theory proposes an integrative approach of reading and writing as output to the teaching of writing.The study attempts to examine the effectiveness of the Model,and explores the influence of the Model to writing.According to this,it is supposed to provide instructional suggestions for junior high school English writing teaching,and try to improve it.The subjects are 76 students from two classes Class 3 and Class 4 of Grade nine from junior high school at certain town in Wenshang,Jining.During the period,Class 3 was taught as an experimental class and Class 4 was taught as controlled class.The experiment lasts for 12 weeks.The students in the experimental class participated in the experiment of teaching English writing through reading,while the students in the control class were instructed with the traditional teaching method.The author applied three research methods in the experiment: the writing test and the questionnaire.The research is designed to test the following two questions:1.Whether “reading-to-Write” model can arouse students' English writing interests or not?2.Whether “reading-to-write” model can improve students' writing proficiency or not?The scores of pre-test and post-test are contrasted and analyzed for the changes of students' writing proficiency.Two questionnaires are carried out before and after the experiment to know about the change of the students' attitude towards English writing.The results of the experiment indicate that reading-to-write Model not only can help junior high school students to improve their English writing,but also it can arouse their writing interests.The implications 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.