An Action Research Of Teaching Writing Based On Reading In Junior Middle School

Writing is an important part of English learning as it is critical in developing junior middle school students' comprehensive language ability.However,there are many writing problems among junior middle school students such as the implicit and illogical structure,incoherent content and inaccurate language expression.Thus it's essential to improve students' writing proficiency by exploring reasons and solutions to the writing problems.On the basis of such theories as Scaffolding and Zone of Proximal Development,two cycles' action research that lasts for 12 weeks is conducted.The study focuses on two questions:1)To what extent does teaching writing based on reading affect students' writing proficiency in junior middle school?2)In what aspects does teaching writing based on reading improve students' writing proficiency?Forty-five students of Grade Nine in a junior middle school in Zhongshan City participated in the research.Tests,teaching journals and interview are the instrument of the study.Cycle One focuses on teaching students how to write based on reading in structure,content and language.Cycle Two is the teaching writing based on reading in structure,content,language and conjunctions to consolidate students' writing skills.The results of the action research show that teaching writing based on reading helps improve students' writing proficiency to much extent.In terms of structure and content,teaching writing based on reading facilitates students' writing proficiency significantly.Although language is also improved,it is not so significant as the above two aspects.The findings imply junior middle school teachers are encouraged to employ the teaching writing based on reading to improve the efficiency of writing which helps students solve the writing problems and eventually improve their writing skills and proficiency.