An Empirical Study On The Application Of Reading-to-writing Model In Junior Middle School English Teaching

Reading and writing,as the language input and output parts,are complementary and inseparable in English learning.However,English class in junior middle school is still dominated by traditional teaching method in which reading and writing are taught separately.What's more,many teachers always attach too much importance to reading while neglect the significance of writing,which not only deprives students of the opportunity to naturally transfer reading ability into writing ability,but also makes writing be the weakest part in English learning.In the light of present situation of reading and writing teaching,this thesis puts forward the reading-to-writing model on the basis of input and output theory.The model taking advantages of natural relationship between reading and writing,integrates reading teaching with writing teaching.It means that practices,for instance analysis of discourse and genre and appreciation of good expressions are emphasized in the reading classes,and tasks such as rewriting,abbreviation writing,continuation writing,imitative writing are involved after reading to help students apply the knowledge or skills they learned from reading to writing and reinforce writing confidence.This thesis,from the perspective of relationship between reading and writing,attempts to explore the effectiveness of enhancing writing proficiency by deconstructing reading materials.In order to validate the effectiveness and feasibility of applying the model in real class,the author carried out a four-month-experiment at the nine-year compulsory education school in Qionglai,Chengdu.The research mainly focused on the following questions: 1.How to conduct the reading-to-writing model in class efficiently? 2.Whether reading-to-writing model is more efficient than the traditional models? 3.In what ways can reading-to-writing model improve students' writing performance? The experimental subjects were 45 students in Class 1 and 45 in Class 2,Grade 8.The results of the test before the experiment showed that there was no significant difference between the two classes.During the experiment,reading-to-writing model was carried out in class 1,while the traditional teaching method in which reading and writing are taught separately was employed in Class 2.After four-month-experiment,it was found that the writing grades in class one were better than those of class two.What's more,the results of questionnaires and interview demonstrated that it helps to enhance students' writing confidence and interest.The fact shows that the practice of reading-to-writing model is effective and feasible.This study is influenced by various factors,and there are many imperfect places,for instance it is not applicable to all kinds of reading materials,the teaching designs need to be improved,the time is limited and so on.However,it is hoped that the research mentioned in this thesis can provide some inspirations and suggestions for the English teachers in junior middle school to practice the reading-to-writing model.