A Study On The Effect Of The Reading-to-write Teaching Model In Junior High School English Writing

English writing,as an important aspect of students' overall language ability,takes an important position in English learning.However,at present,there exist many problems in the teaching of English writing in junior high school.For example,many teachers have weakened English writing teaching,separated the teaching of reading from the teaching of writing.With this teaching mode,a number of students are not interested in English writing,and have many problems in their writing,such as limited vocabulary,many grammatical errors,simple sentence structures,etc.In fact,reading and writing have a close relationship.Reading helps to enlarge vocabulary,enrich knowledge as well as offer some authentic language materials,which lays a foundation for writing.Therefore,with the aim to change the above teaching mode and improve the present situation of junior high school students' English writing,the present study,taking input theory,output theory and schema theory as the theoretical basis,attempts to combine reading activities with writing practice.It aims to test the effect of the Reading-to-write Teaching Model in junior high school English writing teaching.Specifically,it aims to answer the following two questions:(1)What's the effect of the Reading-to-write Teaching Model on students' interest in English writing?(2)What's the effect of the Reading-to-write Teaching Model on students' English writing proficiency?The experiment for present study lasts for 16 weeks,and the research subjects are students from Class 2 and Class 3 in Grade Eight of Huaiyang No.1 Middle School.Each class has 30 students.The Reading-to-write Teaching Model is adopted in the experimental class(Class 3),while the traditional English writing teaching method is adopted in the control class(Class 2).Three kinds of research instruments are adopted for the study,including tests,questionnaires and interviews.The pre-test and post-test are respectively conducted before and after the experiment for both of the two classes,with an aim to examine the effect of the Reading-to-write Teaching Model on students' writing proficiency.Questionnaires are administered to collect data about students' attitude towards English writing.Besides,an interview is carried out to have a further understanding of the effect of the Reading-to-write Teaching Model on students' English writing.The results suggest that(1)the Reading-to-write Teaching Model can stimulate students' interest in English writing.With the Reading-to-write Teaching Model,students start to get interested in English writing,and they become more satisfied with the English writing classes.In addition,students become more active in writing classes and more confident in English writing.(2)The Reading-to-write Teaching Model is helpful in improving students' writing proficiency.First,students' writing contents are enriched with the Reading-to-write Teaching Model.Second,students can imitate the structure of the reading materials,and write more fluently and logically by using some linking words that they have learned from the reading material.Third,the Reading-to-write Teaching Model greatly enlarges students' vocabulary,and helps them accumulate some fixed phrases and beautiful sentences.Besides,students can express themselves with a variety of words and sentences.