| Among the language skills of listening,speaking,reading,viewing,and writing.English writing is typically the most challenging language skill for students.Listening,reading,and viewing are input processes,while speaking and writing are output processes.In order to lay a solid learning foundation in the student’s writing learning process,the students must prioritize the input language more significant than the output language.Students can read more before writing to enlarge their vocabulary and increase their knowledge base.Reading and writing are mutually reinforcing and complementary as a whole,and the teaching model of “reading to write” uses input language to promote output language.To improve junior high school students’ English writing ability,teachers need to strengthen their reading skills while cultivating their writing abilities.Teachers should also analyze the chapter structure of reading articles,incorporate relevant vocabulary and sentence patterns,and lay a solid foundation to improve junior high school students’ English writing ability.Therefore,this study is based on input hypothesis,output hypothesis,and schema theory in order to explore the impact of the “reading to write” writing teaching model on junior middle school students’ English writing interests and writing competence.Through the above analysis,this study conducts a one-semester teaching design experiment in two parallel classes of Grade Seven at Xinqiao Middle School in Hefei.The teaching model of “reading to write” was used in the experimental class for learning and writing,and the conventional teaching of reading and writing separation was used in the control class.This experiment uses three research tools: questionnaire,test,and interview.SPSS 26.0 was used to statistically analyze the experimental data after the experiment.This study will mainly answer two questions:1)What is the effect of the reading to write model based on the thematic context on junior middle school students’ English writing in terms of language,content,and organization?2)What is the effect of the reading to write model based on the thematic context on junior middle school students’ attitudes towards English writing?The results show that “reading to write” is an effective writing teaching model.Firstly,after four months of practical teaching,students’ English writing vocabulary is more extensive,their sentence patterns are clearer,and their writing expressions are more authentic.At the same time,the interview survey results show that after using the “reading to write” teaching model,students have a more positive view of writing and are more interested in it.Secondly,in the classroom,teachers will not only give students examples of great texts,but they will also choose two texts with the same theme so that students can learn more about it.In the meantime,English teachers need to give their students a wide range of linguistic and cultural materials and help them study and analyze them carefully.This will build on the students’ existing language skills and give them more authentic language input to help them use the language and improve their language skills. |
