An Empirical Study On Reading-to-write Approach To EFL Writing Teaching In Junior High School

Writing,as one of the basic language skills of English,mainly represents students’ comprehensive language ability.Students’ writing ability not only reflects their language ability,but also reflects their logical thinking ability.Although nowadays,the teacher has broken the shackles of the traditional teaching mode,the teaching effectiveness is still not satisfactory.Most of the post-reading exercises are oral and grammar exercises.There are few writing trainings in the class.In the writing class,many teachers mainly focus on grammar and vocabulary accuracy but less on writing connection and coherence.Therefore,writing has become a weak part in students’ English learning.So how to improve students’ writing ability has become a hot issue in English teaching.In recent years,many researchers in language acquisition have studied ways to improve English writing performance,and they have proposed reading-to-write teaching method.This thesis employs reading-to-write method which combines reading and writing together and helps students to cultivate their structure awareness.Based on the input and output theory,this thesis tries to answer following questions:(1)Does reading-to-write method have significant effect on improving junior high school students’ writing performance? If yes,which aspect is improved most,content,language or structure?(2)What are the junior high school students’ attitudes towards reading-to-write method?This thesis is empirical research,the research subjects are 100 students in two parallel classes of Grade 8 in Lanzhou No.5 Middle School.The research instruments are writing tests,questionnaire and interview.Through 8-week experimental research,the author analyzes collected statistics through SPSS 24.0 and draws following conclusions:First,reading-to-write method can improve students’ writing performance.In terms of content,language,and structure,the reading-to-write method can improve content most.And second,through questionnaire and random interviews,students all agree that reading-to-write method can greatly improve their writing performance and confidence.The implications of this thesis are: First,teachers should provide students with interesting reading materials to stimulate students’ writing interest.Second,teachers are advised to focus on the cultivation of students’ reading input awareness.Third,in the post-reading stage,teachers should design more writing exercises to practice language output.