A Study On Teaching Strategies Of Reading-to-write Approach In English Writing Of Junior High School

Recently it has been proved by multiple empirical researches that reading is greatly contributive to students' writing ability.Moreover,this reading-to-write model is eagerly advocated and massively employed in EFL writing teaching.However,the fact throughout practical applications is that the writing teaching's enhancement will not fluctuate with the single component—the strengthening of reading input.Nowadays the EFL writing teaching in junior high school has been focused on nothing but the simple imitation of sentence pattern and passage structure after the text analysis.Also,teachers have not pay enough attention to thinking over training during the reading-to-write process.Therefore,it is required to summarize the current teaching strategies and refine them to the better ones.During the twelve-week research,this thesis mainly used the investigation method,including the survey questionnaire completed by 130 students from 3 different junior high schools,the individual interview with 5 front-line English teaches,and the observation of 2English teachers' writing lessons to gain a better insight into classroom teaching.Finally,the author will summarize the teaching strategies related to reading-to-write approach,design teaching cases and apply them in practical teaching environment,whose effectiveness will be proved through students' feedback and teachers' evaluation.This research is designed to explore the following questions1.What is the application status of the reading-to-write approach in junior high school?2.How do English teachers associate reading material and writing practice in class?3.What strategies can be utilized by teachers to facilitate English writing teaching with reading materials?The result of this investigation shows: Firstly,the current application of reading-to-write approach is too superficial and rigid to fulfill the original teaching aim.Secondly,teachers mostly use the imitation-model about vocabulary and sentence patterns to combine reading and teaching,instead of constructing situations and cultivating skills.In the end,based on the input-output theory and the result of the investigation,this research suggests several specific strategies(like topics integration,synopsis and cooperative reading etc.)corresponding to the distinct stages in class and gives multiple teaching examples so as to accommodate teachers some inspiration on the reading-to-write teaching.