| English writing is an important part of English teaching in junior high schools.It aims to train students’ practical comprehensive application ability of language knowledge.However,the current situation of junior high school English writing teaching is not optimistic.Students lack discourse knowledge,which affects the coherence and overall organizational structure of writing.Reading and writing are two important processes of English learning.Reading is the input process and the basis of writing.Writing is the output process,which enables readers to consolidate the knowledge learned in reading.Therefore,this research is based on the discourse analysis theory,starting from the relationship between reading and writing,combined with the current situation of Chinese junior middle school English writing teaching,and aims to find out how students can obtain the discourse knowledge needed for the writing process and use the knowledge to improve the quality of English writing.On the basis of previous studies,the researcher conducted an action study on the application of the teaching model of reading to write based on discourse analysis,and raised the following three questions: 1.What are the effects of the Reading to write teaching model based on Discourse Analysis on the students’ writing discourse structure in junior high school? 2.What are the effects of the Reading to write teaching model based on Discourse Analysis on the students’ writing cohesive use in junior high school? 3.What are the effects of the Reading to write teaching model based on Discourse Analysis on the students’ writing scores in junior high school?In order to solve the above three problems,the researcher decided to conduct a two-round action research on 50 students in a class of the seven grade of a Senior High School in Shenyang within 3 months.Each round of research lasts for six weeks,and the research tools include questionnaires,interviews and tests.In each round of action research,the model of identifying problems-making action plans-implementing action plans-reflecting and evaluating and reflecting is adopted.Before the first round of action research,the researcher learned about the basic situation of the writing class of students through observation.After that,the researcher analyzed the questionnaires and interviews to understand the students’ basic attitudes and interests in writing.In the first round of action research,the researcher taught the discourse related to the writing theme of the unit,guided students to get enough input,and then wrote output.In the second round of action research,the researcher made adjustments and implemented action plan based on the results of the first round of action research,and then strengthened students’ writing training.The results of this action research show that applying the reading to write teaching model based on discourse analysis in the teaching of English writing in junior high schools can have a positive impact on students’ English writing.It not only promotes students’ ability to plan the layout of English writing,increases the frequency of use of cohesive devices,but also promotes the improvement of their English writing achievement. |
