The Application Of Reading-to-Write Model In Efl Writing Teaching In Junior Middle Schools

Writing teaching is one of the focuses of foreign language teaching and one of the main problems of research on foreign language writing. In the past two decades, the researches on writing teaching have made some important research achievements both at home and abroad. However, in the domestic English teaching of middle schools, writing teaching has not been given enough attention. Reading and writing are two important skills in foreign language learning and they are interdependent and complement each other.But in the long-term practice of English teaching, reading and writing teaching have always been separated and can't be ideally combined. This research adopts the "reading-to-write",namely, "integration of reading and writing", that is to say, in English writing teaching, teachers should combine reading and writing to let students learn writing by reading and learn reading by writing.This study takes the input hypothesis and output hypothesis as the theoretical basis and brings the cognitive process writing theory into the teaching of reading and writing. This thesis mainly discusses the following two questions:(1) What is the current situation of English writing teaching in junior middle schools?(2) Can reading-to-write approach promote the students' writing proficiency in junior middle schools?This research adopts the research method of comparison between experimental class and control class.The participants are 120 students from Grade 8 in Luohe Foreign Language Middle School. The experimental class is taught by reading-to-write approach and the control class is taught by traditional writing teaching method. This teaching experiment lasted for four months. The results of questionnaires not only reflect the current situation of English writing teaching, but also show that the reading-to-write approach can promote students' English writing proficiency. By collecting and analyzing the experimental data and information, the study finds that the writing achievement of the experimental class is more remarkable than that of the control class. Therefore, to a certain extent, reading-to-write can effectively improve the English writing proficiency of junior middle school students in the aspects of grammar,vocabulary, content,and structure. And the students also get slightly improvement in writing techniques.The results of interview also indicate that reading-to-write is more effective than traditional writing teaching approach.The implications that this study gives us are as follows: in English writing instruction of junior middle schools, writing can be taught through reading activities and it can be integrated with reading to maximize the possibility of using information obtained from reading. However, it is undeniable that reading-to-write approach is not a perfect method which can deal with all the problems in writing instruction. Therefore, it should be adjusted according to the actual situation when it is applied.