Combination Of POA And Reading-to-write Approach: Research On Theory And Its Effectiveness

English writing is one of the most important ways to help students think and express in English,and it is also a comprehensive expression of students’ ability to use English.However,English writing teaching has not attracted enough attention and lacks of systematic and effective teaching approach.Students are distressed that they cannot express their opinions in appropriate English,and lose their confidence in writing gradually.As a result,they have to finish the writing tasks hastily by piecing other compositions together or avoiding writing tasks directly.Therefore,the teaching effect is not very good.From this point of view,it is urgent to improve the current situation of writing teaching and improve students’ English writing ability.This research combines the production-oriented approach with the reading-to-write approach(CPR)and makes full use of the advantages of both to provide a new idea for English writing teaching in junior high school.This approach can mobilize students’ enthusiasm through the output tasks,and it also can combine “learning” with “using”,in which “learning” is equal to “reading” and “using” is equal to “writing”,so that students can actively learn how to write in reading and how to read in writing.Based on the theory of input hypothesis and output hypothesis and the current situation of English writing teaching in junior high school,this research combines production-oriented approach and reading-to-write approach to teach English writing in junior high school through experiments,and explores the application effect of this approach in writing teaching in junior high school.The research questions of this thesis are as follows:1.What influences does CPR have on writing attitude and writing motivation of junior high school students?2.Can CPR improve the English writing ability of junior high school students?In this research,97 students from two parallel classes of Grade 8 in Zhengzhou No.16 junior high school are selected as the research subjects.The experiment lasts for four months and the research instruments of questionnaire,interview and test are mainly used to collect data.The research results show that:(1)The interest in writing in the experimental class is obviously higher than that before the experiment,and the attitude towards writing in the experimental class is obviously better than that in the control class.(2)Writing scores of the experimental class are significantly improved compared with those before the experiment and they are also better than those of the control class after the experiment.What’s more,the students’ writing ability has been greatly improved.Therefore,it can be concluded that CPR can improve students’ writing interest to some extent,improve students’ attitude towards English writing,improve students’ comprehensive writing ability,and ultimately affect students’ writing performance.The interview results also show that this teaching approach is more effective than the traditional teaching approach for students.The research shows that interest is the best teacher.Improving students’ writing interest and then improving their writing attitude is the first step to teach writing well.This can make students eager to express and happy to write.In addition,when teaching writing,students can be guided to use reading to acquire knowledge to promote writing,and then through writing,students can purposefully grasp the skills of reading,so English teacher can combine reading and writing to help students master writing skills and develop the ability of independent writing.