A Study Of Applying The Reading-writing Cycle Model In Teaching Of Junior High School English Writing

Language skills are the basis for the comprehensive use of language.It includes four skills: listening,speaking,reading and writing.Among these four skills,writing has always been regarded as the most difficult skill to master,because it combines the test of four skills,which is the embodiment of the comprehensive ability of language.Despite this,writing teaching has not received enough attention in the teaching of middle school English.With the progress of the new college entrance examination reform experiment,the backwash effects make senior high school English teachers realize the current writing teaching problems,such as the low frequency of writing teaching,paying little attention to effective writing teaching.In order to achieve teaching efficiency of senior high school English writing,junior high school English teaching must pay attention to improve students' writing skills.In the past two decades,many researchers have done a lot of researches on writing teaching,which shows that combining reading with writing for teaching of writing is more conducive to improve the writing ability of learners.Reading and writing are different in nature,but they are mutually reinforcing.Reading is the foundation and premise of writing.It provides the input needed for writing,and writing provides a way for the absorption and transformation of input.Based on the Learning Strategy and Motivation,Input Hypothesis,Output Hypothesis and Systemic Functional Linguistics,the present study applies the Reading-writing Cycle Model proposed by Hammond et al.(1992)to English writing teaching in junior high school,aiming at explore its effectiveness of improving junior high school students' writing ability.Thus,the purpose of the present study is to solve the following questions:(1)Can the Reading-writing Cycle Model reduce the problems of structural confusion and unclear semantics in the students' writing?(2)Can the Reading-writing Cycle Model enrich students' writing content?(3)Can the Reading-writing Cycle Model enhance students' motivation?(4)Can the Reading-writing Cycle Model improve students' writing strategies?The present study takes 81 students from the Seventh Grade of Wenzhou Nanpu Experimental Middle School as the research subjects,adopts such research methods as questionnaire survey,interview and test to collect data,and analyzes the data by means of ww.wjx.cn and Excel.Through data analysis,we obtain the following research results:(1)The Reading-writing Cycle Model develops discourse awareness,and helps solve writing problems;(2)The Reading-writing Cycle Model pays attention to field of discourse and enriches the writing content;(3)The Reading-writing Cycle Model stimulates the interest and enhances motivation in writing;(4)The Reading-writing Cycle Model cultivates good writing habits and improves writing strategies.The results show that the Reading-writing Cycle Model has a certain effect on improving the writing ability of junior high school students and enhancing the motivation of writing.It has certain reference and guiding significance for junior middle school English writing teaching.Due to the limited time and energy of the author,this study has some limitations,such as short implementation time,small experimental samples,and study of single genre.Thus,in the future study,the author will expand the sample,extend the experiment time,and try more genres teaching,aiming to explore the effectiveness of this model on improving the English writing ability of middle school students.