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

English reading and writing are two significant skills in English learning.While in English teaching in China,teachers spend too much time teaching grammar and reading,but less time on teaching writing.Although students can master a large number of English words and precise grammar,they still have difficulty in writing a coherent passage.Many researchers have done plenty of studies on English writing aiming to improve the students writing competency.The results prove that enough comprehensive reading is beneficial to writing.So based on the previous studies,and Krashen's Input Hypothesis,Swain's Output Hypothesis,this experiment was performed to answer two research questions:(1)What are the effects of Reading-to-Write Approach on students' writing proficiency in junior high school?(2)What are the changes of subjects' interest and attitudes towards English writing after the application of Reading-to-Write Approach?The researcher carried out a three-month experiment on Reading-to-Write Approach in one junior high school in Shenyang.The 86 subjects in this research came from two parallel classes of Grade Eight;42 students were from experimental class,and44 from control class.In experimental class,the researcher applied Reading-to-Write Approach to improve students' writing competence,while in control class,the writing were taught separately from reading.Tests,questionnaires and interview were employed to collect data.After data collection,the researcher conducted the descriptive analysis,independent-sample t-test,and paired-sample t-test to analyze the data.The major findings of present study are listed as follows:(1)Reading-to-Write Approach can facilitate remarkably the subjects' writing competence in terms of content language proficiency and organization of the compositions.(2)Reading-to-Write Approach plays a positive role in changing the subjects' interest,and attitudes.