An Action Research Of The Integrated Reading And Writing Teaching Model In Junior High School English Writing Teaching Based On Discourse Analysis

Getting information through reading and outputting information through writing can not only improve the cognition of reading,but also improve the level of writing.This complementary relationship between reading and writing lays the foundation for the integrated reading and writing teaching.However,in the current junior middle school English teaching,many teachers still separate reading from writing,and neglect the cultivation of students’ discourse analysis and understanding ability.This is one of the reasons why many students do not like English writing.In order to solve these problems,it is necessary to introduce a new teaching model in English writing teaching to change the current situation of students’ writing.On the basis of previous studies,the author carried out an action research of the integrated reading and writing teaching model through discourse analysis in junior high school English writing teaching.Based on language input theory,language output hypothesis,and discourse analysis theory,the study was carried out for one semester in English teaching in the second year of junior high school.The action research was conducted in three rounds,each of which adopted the model of identifying problems-making plans-implementing plans-observation and reflection.The data were collected through questionnaires,interviews,tests,classroom observations,and analyzed by using SPSS in order to answer the following three research questions:(1)How does the integrated reading and writing teaching model based on discourse analysis affect the junior high school students’ English writing level?(2)How does this teaching model affect students’ attitudes towards English writing?(3)How to effectively apply this teaching model to English writing teaching in junior high school?The author explored the basic situation of the students in the two classes by means of questionnaires,interviews and tests,and then carried out the first round of action research according to the teaching plan.After this round of action research,it was found that the students’ attitudes towards writing changed from previous resistance to writing to loving writing,and they have a clearer grasp of the writing theme,but there were still some problems in the use of some phrases and sentences.In the second round of action research,the author formulated different writing requirements for students at different levels,and developed peer evaluation dimension tables for students.After this round,the students have made great progress in writing norms,discourse cohesion and coherence,and language diversity,but the improvement in language accuracy has not met the author’s expectations.Therefore,during the third round of action research,the author paid more attention to promoting the transformation of students’ English thinking to further improve their English writing ability,and made a list of questions for students after writing practice,so that the students can think about and correct these mistakes independently to promote their thinking level.After this round of action research,it was found that most of the students’ compositions have improved in language accuracy,basically reaching the preset goal of the author,and the overall writing level of students has improved greatly.Meanwhile,through the analysis of the post-test questionnaire,it was found that the majority of students have also become more positive towards English writing.After three rounds of action research,the results show that integrated reading and writing teaching model based on discourse analysis not only helps students improve their overall English writing level and promote the improvement of English writing performance,but also has a positive impact on students’ interest in English writing and writing selfconfidence.On this basis,the author also puts forward suggestions on how to improve this teaching model and better apply it to future writing teaching.