An Empirical Study On The Application Of The Reading-to-write Approach To English Writing Teaching In Year-2 Students Of Junior Middle School

Reading-to-write approach is a kind of teaching method which is an organic combination between reading and writing teaching. The requirements of students’ writing proficiency intend to apply and communicate in English New Curriculum Standards of Junior School in China. But English writing is a complex process of comprehensive skills. Writing teaching is an indispensable part of junior middle school’s English teaching. It aims to practice the management of what the students learned, especially to check the students’ language integrate ability and the ability to use language knowledge flexibly. However, current situation of year-2 of junior middle school’s writing teaching is still far from being satisfactory. To those year-2 students of junior middle school, writing in English is always a difficult job, and they even don’t know how to start when they get a writing task. There are always some mistakes in their writing, such as spelling errors, grammar mistakes, confused scheme and so on. Meantime, writing is also a difficult part of English teaching. So according to the concrete problems in the writing teaching in Class 4 of No.70 Middle School in Urumqi, this research conducted the teaching experiment to explore the effects of the method of integrating reading with writing in enhancement of students’ writing grades. The research is based on the framework of the Input Hypothesis, Output Hypothesis, Schema Theory, Gestalt Theory, and the results of previous studies on the effects of the method of integrating reading with writing. According to this, it’s suppose to provide instructional suggestions for junior middle school English writing teaching, and try to improve it.The objects were Class 4 and 7, year-2 junior students of No.70 Middle School in Urumqi. During the period, Class 4 was taught with the reading-to-write approach, and Class 7 was taught with normal teaching. After 12-week teaching meddle, the researcher confirms that the reading-to-write approach can improve students’ writing proficiency from scores of their compositions and it can also enhance their writing scores from words, sentences, and discourses. The significance levels of them are p < 0.05.The major findings were presented as follows: reading-to-write approach can help year-2 students of junior middle school to improve their English writing; it can help the students perform better in words, sentences, and discourses, and help them express their thoughts in a clearer way. These results have some implications on English writing teaching in the second grade of junior middle school:(1) teachers should put the reading-to-write approach into daily teaching;(2) teachers should provide students a lot of input materials for absorbing and encourage them to read more;(3) teachers should change teaching notions, and apply educational theories to practice constantly.