A Research Of The Application Of The Combination Of Reading And Writing Teaching Approach In English Writing Teaching In Junior High School

Writing is a specific manifestation of English learners’ comprehensive language application ability.It is an essential component of the entire English teaching process.The curriculum objectives in the Compulsory Education English Curriculum Standards(2022 Edition)emphasize the importance of developing students’ language abilities.This objective is reflected explicitly in the expression and communication objectives of grades 7-9,which require students to use different sentence structures and tenses to describe and introduce people,things,or events around them in written expression and to express emotions,attitudes,opinions,and intentions.However,for various reasons,such as the lack of emphasis on writing teaching or the crude separation of reading and writing instruction,many students’ expression abilities are challenging to meet the objectives,and their essays are often unsatisfactory.Therefore,abandoning traditional thinking and exploring new writing teaching methods to improve students’ writing abilities has become an urgent issue for teachers to consider.According to Krashen’s(1985)input theory and Swain’s(1997)output theory,reading and writing play the roles of input and output,respectively,in language training.The two play an equal role in language learning and are inseparable and mutually reinforcing.Therefore,in order to explore practical ways to improve junior high school students’ English writing performance,this study will conduct an empirical research on the application of the combination of reading and writing teaching approach in junior high school English writing teaching.And try to answer the following three questions:1.What are the current situations of the English writing ability of junior high school students?2.What effects can be achieved on the students’ interest and habits in writing by using the combination of reading and writing approach?3.To what extent can the students improve their English writing achievement in the teaching of the combination of reading and writing approach?In order to explore the above problems,the author selects students from two parallel classes in Grade 9 of Guiyang XX School to conduct a 20-week teaching experiment.In the early investigation stage,the author conducts a writing pre-test and a questionnaire survey on the students of the two classes.In the experiment,the author adopts the combination of reading and writing teaching approach in the experimental class.In contrast,the control class adopts the traditional teaching mode,teaching reading and writing separately.At the end of the experiment,the author conducts a writing post-test on the two classes and completes interview and the same questionnaire survey again in the experimental class.After the experiment,the author collects and analyzes the relevant data with SPSS 25.0 version.Firstly,by analyzing the results of the writing pre-test and the pre-questionnaire survey,the author gains a further understanding of the current status of English writing in junior high school students.It is found that students’ English writing scores are generally at an intermediate or lower level,lacking confidence in writing,good writing habits,and professional writing guidance.And there are problems with a lack of vocabulary,relevant background knowledge,and English thinking in writing.Subsequently,the author analyzes the results of two writing tests,questionnaire survey data,and interview results,and finds that the writing performance of the experimental class students has significantly improved.The combination of reading and writing teaching not only improves students’ writing performance,but also helps to enhance their writing confidence and improve their writing habits.In addition,it effectively enhances students’ sense of achievement and achievement in English writing classes,and also greatly solves some problems that exist in students’ writing.This study confirms the positive impact of the combination of reading and writing teaching in junior high school English writing.And it demonstrates that it can effectively improve students’ writing performance.This inspires teachers should make full use of the text in teaching,intentionally integrate the thinking of writing into reading,and form a scientific and systematic teaching method.Stimulate the vitality and creativity of the junior middle school English writing teaching,let the students’ writing level from low to high,steady and progressive,and make it become an important means to promote the students’ English learning.