An Empirical Research Of "Read To Write" Teaching Mode In English Teaching Of Junior High School

For English learners,we all know that writing is generally regarded as one of the more difficult skills.To those preliminary English learners with lower English skills,writing in English is always a difficult job.Meanwhile,for English teachers,how to effectively teach English writing is also a difficult and confusing issue.However,the current teaching of writing is not optimistic and there still exists many problems in the English teaching in the junior high school.In order to improve the English writing ability and change the attitude of junior high school students,based on the input-output theory,the author carries out a teaching model in a junior high school to cope with the current English writing teaching dilemma.This research provides English teachers with grand teaching pattern and thoughts in English writing teaching for the purpose of promoting teaching efficiency and improving teaching practice.In this study,which lasts for three months,a total of 86 third-year students from two classes in a junior high school in Shihezi are chosen as the subjects in the teaching experiment.The experimental class is adopted the “Read to Write” teaching mode,while the control class is taught with a traditional writing teaching method.The researcher consciously strengthen the training of words collocation,sentence and textual connection to the subjects in the experimental class.This study will mainly answer two questions.Firstly,what is the impact of the “Read to Write” teaching mode on the writing ability of the participants? The question consists of three sub-questions.What is the impact on the collocation of the words,accuracy of the sentences and textual connection in the writing? Secondly,what is the impact on the attitude of the participants in writing? This question also consists of three sub-questions.What is the impact on the participants’ emotion,cognition and behavioral awareness of the English writing? The research methods adopted in this research include teaching experiment,test method,questionnaire and the interview method.In the experimental implementation,the researcher use the first monthly test and the third monthly test to conduct pre-test and post-test on English writing for the two classes.Words collocation,accuracy of the sentence and textual connection are selected as the measures of writing ability.Besides,the two questionnaires are carried out before and after the experiment in the two class and the interview is conducted in the experiment class to know about whether the students’ attitudes towards English writing changed.It is concluded that the implementation of “Read to Write” teaching mode in junior middle school English classroom is feasible and effective.First,in terms of writing ability,the “Read to Write” teaching mode has improved the writing ability of the subjects,and effectively improved the subject’s words collocation,sentence accuracy and textual connection.The experimental class participants improve their accuracy in phrase collocation,sentence,and conjunction use.At the same time,the subjects have a significant improvement in the amount of the word collocation and connected words used,and there is a significant decrease in the numbers of errors in the sentences.Among them,the accuracy of sentence is greatly improved,indicating that the grammatical errors made by the subjects in writing are gradually decreased,and the accuracy of sentences is constantly improved.The most significant improvement lies in the number of phrase collocation used,indicating that the subjects can actively use a large number of phrase collocations in the writing process to increase the richness of the content of sentences.Secondly,after nearly three months of teaching experiments,the participants’ writing attitude is changed.The three aspects of the emotion,cognition and behavioral awareness of the English writing are positively changed.Among them,the subjects’ emotional change is the most obvious.This research has put forward with three implications for English writing teaching in junior high school.First,teachers should attach proper attention to the function of reading in the input of language points during the teaching.Teachers should pay attention to the secondary development of reading materials.In English reading teaching,teachers not only encourage students to finish the tasks after reading,but also lead students to accumulate phrase collocations and beautiful sentences in reading materials.Cultivating the students’ awareness of the accumulation of beautiful words and phrases to pave the way for future writing.Second,teachers should value the importance of writing output after the input of reading.After completing the reading teaching,teachers can arrange a variety of writing activities such as writing reviews and expanding the article to help students finish the output.Third,teachers should reasonably design the teaching procedures of “Read to Write” teaching mode.When designing reading teaching activities,teachers can use task-based teaching methods as the main line to design various tasks.In the design of writing activities,in addition to allowing students to write composition,it is possible for students to express their thoughts orally in the form of performances before writing and then polish them to complete writing.