The Application Of Reading-to-Writing Approach In The Teaching Of Intermediate Chinese Writing In Myanmar

As a volunteer Chinese Language teacher of Hanban,I teach Chinese Language for one year in the Confucius Classroom at Eastern Language and Business Center in Yangon,Myanmar.Taking the advantage of teaching students how to write,I found some existing problems such as classroom inefficiency,lack of enthusiasm of student about writing.Students generally think that writing is difficult to learn and there is nothing to write.Therefore,this study takes the students of grade six this school as the research object,and conducts a combination of reading and writing teaching for one semester,in order to study the specific application of the Reading-to-Writing approach in the intermediate Chinese writing teaching of the school.Based on the Input and Output Hypothesis theory and Multiple Intelligence theory,aided by questionnaires,this paper mainly discusses the combination of reading and writing for teaching method,promotes writing through reading,and proposes teaching principles and teaching strategies by means of Reading-to-Writing Approach.By analyzing the current situation of Chinese teaching in the Confucius Classroom at Eastern Language and Business Center,some existing problems come to surface.In view of these problems,Reading-to-Writing approach is used in the teaching of intermediate Chinese writing.The teaching design is carried out and the specific application of the three writing training modes including imitating after reading,expanding after reading and abbreviation after reading are highlighted in the paper.Finally,a questionnaire is used to test the application effect of the Reading-to-Writing approach in intermediate Chinese writing classes.It is concluded that the Reading-to-Writing approach can effectively improve the teaching effectiveness of intermediate Chinese writing classes and help learners cultivate the ability of writing expression.This paper is divided into five chapters.The first chapter is the introduction,which briefly introduces the background of the topic selection,the significance,methods,ideas and status of the study of this paper.The second chapter is the theoretical overview andteaching principles and strategies of the Reading-to-Writing approach.It introduces the theoretical basis of the approach,the relationship between reading and writing and the significance of the Reading-to-Writing approach.At the same time,the teaching principles and teaching strategies of this method are proposed.The third chapter mainly analyzes the environment,situation and objects of teaching as well as teaching materials of the Confucius Classroom at Eastern Language and Business Center,and finds out some problems,such as students' learning attitude,arrangement about teachers,curriculum settings and teaching equipment.The fourth chapter mainly displays the specific application of the Reading-to-Writing approach in the intermediate Chinese writing teaching of the Confucius Classroom at Eastern Language and Business Center.The teaching design of three writing training modes including imitating after reading,expanding after reading and abbreviation after reading is carried out.The students' learning fruits are shared,and the teaching design and student works are summarized and analyzed.The fifth chapter uses a questionnaire to test the application effect of the Reading-to-Writing approach in writing classes and puts forward teaching suggestions,which lead to further thinking and summary.Through the practice combined the Reading-to-Writing Approach with intermediate Chinese writing course for students in the Confucius Classroom at Eastern Language and Business Center in Yangon,this study can make students more interested in Chinese writing course and the process of teaching much closer to reality,and help students improve their Chinese writing ability further.