An Action Research On The Application Of Reading-to-Write Approach In English Writing Teaching In Junior High School

Among the four skills of English learning,writing is an output skill.In the current English teaching,reading and writing teaching are mostly carried out separately and cannot be well combined.It is not easy for many junior high school students to write a fluent English composition.Therefore,how to improve the teaching methods of English writing and try to improve students' writing scores has always been a problem.The purpose of this thesis is to study the application of the Reading-to-Write Approach in junior high school English writing teaching,and to investigate whether this method have effects on students' writing ability.Previous studies have shown that adequate comprehension reading is beneficial to writing.Based on previous studies,the researcher carried out action research to explore these research questions: What are the effects of Reading-to-Write Approach on the students' English writing ability? And 3 sub-questions:(1)What are the effects of Reading-to-Write Approach on the students' English writing contents?(2)What are the effects of Reading-to-Write Approach on the students' structure of English composition?(3)What are the effects of Reading-to-Write Approach on the students' language expression of English composition?The researcher conducted an action research on Reading-to-Write Approach in one junior high school of Shenyang.The participants of the study were 54 grade nine students from an intact class.The instruments of the study included questionnaires,interviews,class observation and tests.The action research lasted for three months and consisted of two rounds of research.Each round lasted for six weeks and followed the steps of identifying problems,making the action plan,implementing the action plan,reflection and evaluation.Before the implementation of action research,the researcher conducted some surveys in order to better understand the current situation of junior high school students' English writing and find out the problems.In the first round of action research,the researcher explained and taught the reading texts related to the writing topic in this unit,made the students get enough input,and then conducted writing training based on the input.In the second round action research,the researcher adjusted the action plan,reshuffled the group and stressed on extensive reading after class.The results showed that this method had a positive effect on improving students' writing ability,which was an effective tool to improve the English writing ability of junior high school students.Students showed a positive attitude towards this method.It improved students' writing scores.Reading-to-Write Approach also had a positive effect on the students' English writing in the aspects of writing contents,structure and language expression.