Junior High School English Writing Teaching "reading And Writing" Mode Research

EFL Writing teaching has received widespread attention with the further development of English teaching research. In recent years, many researchers have conducted the empirical studies and have proved that reading can improve students'writing ability. As a result, the reading-to-write approach is strongly advocated.However, it has been found that reading does not always mean effective learning.Now junior high school students are often required to simply imitate the sentences and structures after the text analysis. The teachers pay little attention to the thinking training while teaching writing. However, the production of a composition is closely related to the process of thinking. The simple imitation cannot assure the genuine improvement of students' writing ability.The research questions are: (1) What are the present reading and writing situation of junior high school students? (2) What is the application status of reading-to-write mode in junior high school? (3) How do teachers combine reading and writing in their lessons? (4) What strategies can teachers use to combine reading and writing?This article uses the investigation method. Firstly, the randomly sampled 130 students from three junior high schools in Yancheng were asked to complete a questionnaire which helps to understand the current situations of junior high school students' reading and writing, their opinions about the relationship between reading and writing and the teacher's practices on integrating reading in writing lessons.Secondly, the investigation was conducted from the perspective of teachers. Five teachers from the three schools were interviewed individually. Besides, the author also observed two writing lessons to gain better insights into classroom teaching and the application of reading-to-write mode in writing lessons. Based on the constructivism theory, the research suggests strategies which can be used in writing teaching from three aspects: the creation of situational context, the construction of knowledge and the evaluation of students' writing.The results of the investigation shows: (1) Most students don't read much and tends to focus on the expressions in the reading material. Most students are not satisfied with their writing works and believe that insufficient vocabulary and grammar knowledge are the main blockages for them to improve their writing.However, teachers have different opinions and they believe that students should focus more on the content and structure while reading and writing. (2) Teachers and students both think that reading and writing are inseparable and they can promote each other. (3) Model-imitation practice is used to combine reading and writing in English writing teaching of junior high school, but reading and writing cannot be well combined simply by this method and they don't know how improve writing through reading. (4 )Based on the constructivism theory and the results of the investigation, the research suggests the following strategies: stimulate students' interests on themes by creating situations; build a bridge between reading and writing by constructing knowledge and cultivating students' thinking ability; realize meaning construction by comparative reading and reflective assessment. Combining with the Oxford English teaching materials, the author also introduces the three strategies into classroom teaching and gives some teaching examples so that teachers can get some inspiration on the teaching of junior high school English writing.