Action Research Of Tibetan College Students' English Writing Based On Read–to–write Approach

English writing is consistently considered as one of the most difficult language skills for our English learners to command.The training of writing skills has aroused a wide concern among English educators.Many scholars have studied teaching methods combining reading and writing,such as the reading-writing relationship,exploring the teaching mode,the linguistic features and test validity through the combination of reading and writing.In recent years,there have been hundreds of research articles on the teaching mode of combining reading and writing,which provide a reference for the study of English writing teaching.But how to improve the English writing of college students,especially the ethnic students,is still a research topic of great value.Though there are a large number of relevant literature materials,the author finds out that there is little research on English writing teaching for Tibetan college students.With the social development and the increasing attention paid to language education in ethnic minority areas,students from these areas have become an important part of English writing teaching.Therefore,it is a necessity to study how to improve the English writing of Tibetan college students,which is the research topic in the thesis.The thesis starts from the current situation of Tibetan college students' English writing at the author's college.Based on the assumptions of input and output,in combination with Prof.Wang Chuming's Read-to-Write approach,it enables students to acquire the language input of reading materials,and proceed the language output through coordination effect.Adopting a method of action research,the author explores the effects of Read-to-Write teaching method on Tibetan college students' English writing.Three research questions are discussed here: 1)Can read-to-write mode improve the accuracy of Tibetan College Students' English writing? 2)Can read-to-write mode improve the utilization of cohesive devices? 3)What is their attitudes towards Read-to-Write approach?The thesis carries out 10-week action research on 60 students in Nanchang Institute of Science and Technology.A questionnaire is conducted to get an insight into the difficulties they encountered in the writing process.Common topics and argumentative genres are selected for the training of writing.The first turn lasts for five weeks and mainly covers common topics such as festivals and holidays,travel,study abroad,and healthy living.The second turn lasts for another five weeks,which concerns the training of writing different argumentative genres such as pros and cons,positive and negative,viewpoints,and contrasts.After two turns of action research,the data has shown that Read-to-Write approach can effectively enhance the accuracy of English,utilization of cohesion devices.Participants have developed a positive attitude towards the Read-to-Write approach.Meanwhile,based on the data research,this thesis proposes some inspirations for English writing teaching: 1)Read-to-Write teaching mode puts forward higher requirements for English teachers.Teachers are required to introduce more sentence patterns and cohesive devices when instructing,so that students can pave the way for the writing from the knowledge gained in reading.2)Imitation is an effective way of language learning.The organic combination of language imitation and content creation can effectively improve the ability of students' English writing.The insufficiency of this study is that the experimental subjects have not been enlarged,and only 60 people are involved;the number of teachers directly involved in action research is not enough,only 5 English teachers.In short,this study aims to provide a certain reference for Tibetan college students' English writing teaching,and a new approach for teachers in the application of action research.