A Study Of The Teaching Strategies Of Junior Middle School English Writing Based On Narrow Reading

Writing plays an important role in English teaching.The new curriculum reform puts forward higher requirements on student’s writing ability.Junior high school students are in the development period of English writing,which is also a critical period for laying the foundation.Therefore,teachers need to use effective teaching strategies to improve students’ writing ability.Now junior high school students are facing many problems in writing.For example,students don’t know how to write.The sentence is not fluent because of Chinese thinking.students are lack of writing background.Obviously,asking students to recite composition templates cannot solve these problems.Therefore,an effective teaching strategy must be adopted to help students to accumulate knowledge and apply the learned knowledge to writing.Narrow reading was proposed by Krashen in 1981.It requires readers to improve students’ reading ability by reading articles on the same topic,same style,and the same writer.This study aims to answer the following questions.Firstly,can it improve students’ interest in writing by using teaching strategy of junior middle school English writing based on narrow reading? Secondly,can it improve students’ writing level by using the teaching strategy of junior middle school English writing based on narrow reading?Thirdly,what aspects does the teaching strategies of junior middle school English writing based on narrow reading improve? And how?The author applied narrow reading to English writing in order to improve the English writing level of junior high school students.The research object of this experiment was 87 students from the Class Three and Class Four,grade eighth in xx Junior Middle School of Qinglong Manchu Autonomous County,Qinhuangdao City.The author carried out a 4-month experimental study.Before the study,the author conducted pretest on the two classes to know the writing level of the students,and distributed questionnaires to the students to know the students’ writing interest and writing level.In the experimental Class Three,the author conducted writing teaching based on narrow reading,while the control class four still adopted the traditional teaching method.After the experiment,two classes were tested by test paper.Studentsin class three needed to conduct questionnaires and interviews.The analysis of the research results leaded to the following conclusions.Firstly,it has improve students’ interest in writing by using teaching strategy of junior high school English writing based on narrow reading.Secondly,it has improved students’ writing level by using the teaching strategy of junior middle school English writing based on narrow reading.The implications of the experiment was as follows: setting practical narrow reading teaching strategies,setting up effective writing activities according to narrow reading,providing timely and effective feedback,eliminating the interference of emotional factors to ensure effective writing output and selecting appropriate reading materials.This research applied narrow reading to junior high school English writing and used the combination of reading and writing to cultivate students’ writing ability.Although there are some shortcomings in the experiment,some constructive suggestions have been proposed after the experiment completed,which provide some reference value to the teaching of writing.