An Empirical Study On Reading-to-write In English Writing Teaching In Junior Middle School

English writing is regarded as one of the four basic skills in English learning.And as one of the indispensable language skills,writing plays a vital role in English instruction.Due to various reasons,however,the English writing instruction has been a conundrum for instructors as well as learners in China for quite a long time and the current situation of junior middle school's writing is still far from satisfactory.Under such social context,fostering junior high students' English writing competence is of great realistic significance.In recent years,many a scholar at home and abroad has carried out a great deal of theoretical and empirical studies on the improvement of English writing teaching and learning.Nevertheless,there are few empirical studies on the integration of reading and writing in the junior middle school.Reading and writing are two different and independent skills,though,they interact,complement and relate to each other.In view of the situation and the feasibility of integrating reading and writing,the author advocates possibly a more practical and effective way of English writing teaching approach,namely reading-to-write approach,for junior middle school students.Theoretically based on principles of Krashen's input hypothesis,Swain's output hypothesis as well as schema theory,the study tries to explore whether the adoption of reading-to-write approach contributes to the improvement of students' English writing proficiency.And more specifically,the study attempts to address the following questions:(1)What is the effect of the reading-to-write approach on the subjects' English writing competence?(2)What effects does reading-to-write approach have on writing content,accuracy and fluency?(3)What is students' attitude towards reading-to-write approach in English writing?In order to testify the effectiveness of reading-to-write approach,an experiment is carried out in two parallel classes which contain 90 students in Grade Seven inHuamei International School.One class is established to be the experimental class which adopts the reading-to-write approach while the other is the control class which still uses the traditional writing teaching method.Pre-test,post-test and questionnaire will be applied in this experiment and the data will be analyzed by SPSS 22.0.Through multidimensional analysis and discussion of data and the questionnaire collected during the four-month research,the author arrives at the following conclusions: First of all,the reading-to-write approach has a positive effect on the development of students' writing competence;Secondly,the reading-to-write approach promotes students' English proficiency in content,accuracy and fluency;Thirdly,the reading-to-write approach has a positive effect on the students and the majority of students hold a positive attitude towards it.In general,the reading-to-write approach is feasible and valid though there still exist some limitations in the research.It is anticipated that this thesis would help teachers in the junior middle school have a more comprehensive understanding of EFL writing instruction,and that the reading-to-write approach would provide some referential value for the EFL writing teaching and learning.