The Application Of Combining Reading-to-Writing In English Teaching In Junior High School

Writing ability is an important standard of a language learner's language learning skills.“Full-time Compulsory Education English Curriculum Standards(2011 Edition)”(Hereinafter referred to as the “English Course Standard”),clearly puts forward that the compulsory education English teaching activities should aim to all the students.Through the English teaching activities,it guides students to master basic and relevant skills,train the students' skills in listening,speaking,reading and writing,enable students to communicate with others in English and provide a basis for the students' comprehensive language ability in junior high school.Meanwhile,the following specific requirements are assigned: they can collect and prepare related material according to the thesis writing,they can independently draft essays,phrases,sentences,sentence patterns,etc.and correct if necessary.Under the guidance of teachers,they can flexibly use some conjunctions to express logical relationship,such as coordination,progressive,adversative etc.They can simply describe the events and characters,they can write a clear paragraph structure according to the thesis writing requirement.However,as a matter of fact,we find that students are far from this requirement.Students often have problems in English writing in junior high school,most of them are not satisfied with their writing,and it is not optimistic towards the current situation of English writing teaching.The main root of these problems lies in the lack of English practice activities,the lack of English reading,the inability to pay attention to individual differences,and the lack of self-learning ability of students in the traditional English writing classes.At the same time,due to their limited vocabulary,junior high school students are at a loss when facing the composition title and proposition requirements,and even resist them,thus resulting a series of problems like language confusion,boring content,word incomprehension,no details,etc.Besides,some students are unable to write a complete sentence.This paper,guided by the Input Hypothesis of Krashen,the Output Hypothesis of Swain and the Output Driving Hypothesis of Wen Qiufang,based on previous research results,believes that reading and writing can be combined organically in junior English teaching.This study tries to solve the following key problems: 1.Compared with the traditional teaching methods,will the use of Reading-to-Writing have a positive impact on the improvement of junior middle school students' English writing ability? 2.In what aspects can students improve their English writing level by using Reading-to-Writing in teaching activities? 3.What are the positive effects of the changes in students' cognition of the Reading-to-Writing?It is possible and feasible on the basis of the combination with reading and writing of English writing application in junior high school,so this research make a survey on 89 students of two classes from No.11 high school in Suzhou.During theexperiment,students in the experimental class is provided many related reading materials and guide reading skills before writing,while the students in the control class use the traditional method towards teaching writing.There will be two different teaching test through the experimental class and the control class.By using the questionnaire survey,experiment method and interview method and SPSS analysis of test,the author can draw the following conclusions:1.Reading-to-Writing can improve students' writing ability more effectively.2.Through Reading-to-Writing,students can enrich their knowledge of writing forms,make the organizational structure of articles more coherent,and better express their ideas in English.3.Most students consider Reading-to-Writing to be available.Meanwhile,children's interest in learning English has been enhanced.Reading-to-Writing research indicates that it is effective if combined with reading and writing in junior high school.It enable the students to get balanced development in reading and writing,form a set of systematic discourse analysis ability,strengthen the solid foundation of English writing ability from quantity to qualitative change.Therefore,it can improve the students' writing ability effectively compared with the traditional English teaching in junior high school.