| Reading and writing have always been an important part of college English teaching.Reading and writing are the approaches of language input and output respectively,which reveals their close relationship.In recent years,a large number of studies have demonstrated that the reading-writing teaching model can effectively improve students’ writing proficiency.However,in the teaching practice,the author finds that most students are not interested in English writing.They merely mechanically copy reading materials,which gives rise to many problems such as loose structures and incoherence.Mind mapping,as a visual tool for representing knowledge,can run through reading and writing teaching,which is conducive to improving students’ analytical ability,cultivating their divergent thinking,and inspiring their writing.Therefore,based on the input and output hypothesis,the college English reading-writing teaching model aided by mind mapping is constructed and applied to the teaching practice,so as to optimize the existing reading-writing teaching model.This research lasts for a semester,taking 66 students of L College as the research subjects,who are freshmen in two natural classes.Through the teaching experiment,tests,and interviews,this thesis studies the following questions from an empirical perspective.First,what effects does the college English reading-writing teaching model aided by mind mapping have on students’ overall writing proficiency? Second,what effects does the teaching model have on students’ writing proficiency in terms of content,organization,and language? Third,what is the attitude of students towards the teaching model?By analyzing students’ writing scores in pre-test and post-test with SPSS 22.0,the research finds that the students in the experimental class get higher scores than those in the control class,which demonstrates that the college English reading-writing teaching model aided by mind mapping has a positive effect on students’ overall English writing proficiency.Moreover,the model can improve students’ writing proficiency in terms of content and organization,but its effect on improving the language is not obvious.In addition,it can be concluded that most students in the experimental class have a positive attitude towards this teaching model through interviews. |
