An Empirical Study On The "Reading To Write" Model In Junior High School English Writing Instruction

In English teaching,reading and writing are related closely.Writing is based on reading,and the quality of reading influences writing.According to relevant surveys,in junior high school students' English teaching,as teachers tend to fail to provide students with effective writing guidance,writing teaching becomes so boring that students usually lose interests in writing tasks and thus their writing performance are unsatisfactory nowadays.In order to improve the current situation,this research explores the effectiveness of the teaching mode of“reading to write” on promoting junior high school students' English writing.Based on this,some practical ideas are proposed on junior high school English writing teaching in this thesis.Based on Krashen's Input Hypothesis and Swain's Output Hypothesis,this research compares the effectiveness of traditional teaching mode and “reading to write” teaching mode on improving the writing performance of junior high school students through teaching experiments.And this research explores the following two questions:1.What effects do the “reading to write” teaching mode has on junior high school students' writing interest?2.What differences do “reading to write” teaching mode and traditional teaching mode have on junior high school students' writing performance?This research took the students,who are from Grade One,Junjing Junior High School in Guangzhou,as the research participants,and divided them into experimental class and control class,and implemented the traditional writing teaching mode and the teaching mode of“reading to write” respectively.The research instruments include two writing tests and two questionnaires and interviews before and after the experiment.The purpose of the pretest writing is to examine the students' writing level in the two classes,and the post-test writing is to explore whether the students' writing performance can be effectively improved with the guidance of the two different teaching modes.The purpose of the questionnaire is to find out the students' attitude towards English writing and their opinions on the teaching mode of English writing.This writing teaching experiment lasts for 10 weeks,with two lessons each week,40 minutes per class.All the collected data are analyzed and tested by SPSS22.0software to analyze whether the students' writing performance has changed before and after the experiment.The thesis consists of five parts.The first part is the background,purpose and significance of the research.The second part is the research trends of the topic in China and abroad.The third part is the research design.The fourth part is the experimental result and analysis and discussion.The fifth part is the conclusion of the article,including major findings,teaching implications and limitations.This research reveals that the teaching mode of “reading to write” can not only arouse the interest of junior high school students in English writing,through the teaching mode of“reading to write”,students' learning attitude,learning emotion and learning awareness have been improved,but also improve their English writing level.This research also reveals that if teachers can persistently apply the teaching mode of“reading to write” to English writing teaching,students' writing abilities will be improved.And teachers should regulate teaching strategies according to specific conditions.