An Experimental Study On The Application Of “Reading- Facilitated-writing” Approach To English Writing Teaching In Junior High School

China offers English classes in the junior high school,which aims to create a good classroom learning environment for students,to cultivate their interest in English learning,and to promote the comprehensive development of their listening,speaking,reading and writing abilities.Among them,reading and writing abilities are interdependent and complementary.More researches have shown that reading can improve writing.However,in the long-term practical teaching,the role of reading in writing is often neglected,and the teaching of reading and writing is carried out independently,which is not conducive to improving students’ comprehensive language ability.However,the “reading-facilitated-writing” approach can build a bridge for reading and writing,and promote the comprehensive improvement of junior middle school students’ literacy.This study is trying to explore a writing teaching approach that is more suitable for the actual situation of junior high school in the perspective of “reading-facilitated-writing”.Based on the theoretical support of the Krashen’s Input Hypothesis and the Swain’s Output Hypothesis,this paper designed the research plan and took its scientificity,reality and feasibility into consideration and carried out related teaching experiment in Gongwang junior high school: set up the control group,class one grade seven and the experimental one,class two grade seven.The control class used the traditional English writing teaching method,while the experimental class used the “reading-facilitated-writing” approach.After one semester,the researcher compared students’ writing performance before and after the experiment,and analyzed their composition texts from five dimensions: content,vocabulary,grammar,coherence,language and volume.At the same time,this paper also used the two research tools of questionnaires and teacher-student interviews to further understand the implementation effect of the experiment.The experimental results show that the “reading-facilitated-writing” approach has achieved remarkable results.After one semester of teaching experiment,students’ writing scores in the control class only increased by 0.4 points,while the writing scores of the experimental class increased by 2.45 points.The improvement degree of the experimental class students’ writing performance is higher than that of the control class.By comparing and analyzing the composition texts of the two classes before and after the experiment,it can be found that students’ writing level in the experimental class is significantly higher than that in the control class,especially in the three aspects of vocabulary,grammar,coherence and language expression.In addition,their writing interest,self-confidence and sense of accomplishment have also improved significantly.Besides,the teacher and students also accepted“reading-facilitated-writing”approach.Based on this,this study reveals that the “reading-facilitated-writing” approach is feasible and effective in junior middle school,that is,reading can be used to promote junior high school students’ English writing ability.