An Action Research On The Application Of The Reading-to-Write Model Based On Thematic Context To Junior High School English Writing Teaching

In English teaching,reading and writing are interdependent and inseparable.The Reading-to-Write model is to build a bridge between reading and writing.The English Curriculum Standards for Compulsory Education(2022 Edition)puts forward that English teaching needs to focus on three major thematic areas: human and self,human and society,and human and nature.Therefore,in junior high school English teaching,teachers need to re-examine teaching and combine the thematic context with actual teaching,which is a new idea and task in front of us.At present,some teachers still adopt the traditional writing teaching mode,which separates reading and writing from the context.When students write in English,they are prone to problems such as repeated use of vocabulary,insufficient content output and low writing motivation.The new curriculum standard mentions that vocabulary learning should help students comprehend and express information and opinions related to a variety of topics through listening,speaking,reading,writing and other activities in the text.Engber(1995)held the opinion that there is a positive correlation between the lexical richness in writing and the quality of writing.Therefore,with the help of input hypothesis theory,output hypothesis theory and interactive collaboration theory,this study attempts to apply the Reading-to-Write model based on thematic context to junior high school English writing teaching.In a specific thematic context,the teacher guides students to explore the thematic meaning of the text,excavate useful information,analyze the text in depth,help students internalize vocabulary,and strive to achieve the goal of reading to promote writing.This study puts forward and answers three questions: 1.How can we apply the Reading-to-Write model based on thematic context to junior high school English writing teaching? 2.How does the application of the Reading-to-Write model based on thematic context affect students’ writing motivation? 3.How does the application of the Reading-to-Write model based on thematic context affect students’ lexical richness? This study takes the students in the third grade of a junior high school in Wenzhou as the research object,carries out action research,and uses questionnaire,interviews,and tests as the research tools.The data includes questionnaires,interviews and writing materials of students.This study uses software such as Range 32,Ant Conc 3.5.9,CLAWS 7 and SPSS 26.0 to analyze compositions to obtain the relevant indicators of lexical richness from the three dimensions of lexical density,lexical variation,and lexical complexity.The results of the study show that: Applying the Reading-to-Write model based on thematic context in junior high school English writing teaching can enhance students’ writing motivation and make students interested in writing.With the continuous deepening of action research,the lexical density and lexical variation in students’ writing have been significantly improved,and the lexical complexity has remained roughly unchanged.Specifically,students can use more and more diverse vocabulary in writing,rather than repeat limited vocabulary.With the increase of lexical density,the content of information that students write to convey is also increasing.Because students’ language acquisition level is limited and the improvement of vocabulary ability is not achieved overnight,students’ lexical complexity,the use of low-frequency words,has not significantly improved.The results of the study have the following implications for the teaching of English writing in junior high school: firstly,teachers should establish the awareness of thematic context and promote the efficient combination of vocabulary,reading and writing.In teaching,teachers should guide students to explore the theme context by themselves.In the thematic context,vocabulary teaching and writing teaching are effectively integrated to help build the semantic network of relevant topics.Secondly,teachers should expand students’ English reading and promote writing by the Reading-to-Write model.The reading text can be collected and sorted according to relevant requirements and pertinence.Thirdly,teachers should focus on the application of vocabulary in writing teaching and enhance teachers’ and students’ awareness of lexical richness.To improve the awareness of lexical richness,teachers should focus on it in their daily writing teaching and writing evaluation standards.In the teaching,the teacher praises the students for their creative and accurate words.