| “Reading-based writing” is one of the hot topics in current English writing teaching and is gradually introduced into English writing classes.It is necessary to conduct some empirical studies and investigate the effect of this English writing teaching method so as to provide more guidance for the teaching of writing.In this study,the author chooses two classes to conduct a quasi-experimental research.In this study,the author uses both quantitative and qualitative research methods to analyze the writing scores of students’ 20 writing tasks from the two classes from 6 perspectives between the control class and the experimental class: comparing the total scores in terms of “writing quantity”;comparing the quantity of students’ writing under five sub-factors;comparing the total scores in terms of “writing quality”;comparing the quality of students’ writing under five sub-factors;analyzing the scores of 12 factors in the experimental class before and after the teaching experiment(12 factors include: total words scores;the number of phrases;the number of notional words;the number of functional words;the number of complete sentences;the number of paragraphs;writing scores;whether content is complete;whether structure is rigorous;whether sentence is smooth;whether grammar is correct;whether writing is normative).An interview was also conducted among students with different writing abilities from the experimental class.The aim is to answer the two research questions: 1.Does reading-based writing have effect on Junior students’ English writing,in terms of the quantity? And what are the features of such changes,if any? 2.Does reading-based writing have effect on Junior students’ English writing,in terms of the quality? And what are the features of such changes,if any?The study obtains the following findings:1.Between the experimental and the control classes,among 12 factors relating to writing quantity and quality,students’ scores are higher in terms of 11 factors in the experimental class than those in the control class.2.In the experimental class,among 12 factors relating to writing quantity and quality,students’ scores are higher in terms of 11 factors after the teaching experiment comparing the scores before the experiment.3.According to the interview information,reading-based writing can enhance students’ writing ability(quantity and quality).The study offers some teaching implications: At first,reading-based writing is a satisfactory way for Junior High School English writing teaching,because it can obviously improve students’ writing ability in a short period of time.But the cultivation of creative writing is simultaneously ignored.So we need to pay more attention to post-reading activities and other ways to cultivate students’ creative writing in the future teaching.At last,reading-based writing cannot improve students’ written specification effectively,so we need to find other ways to train and improve students’ written specification. |
