An Empirical Study On Reading-to-write Approach In Middle School English Writing Teaching

English writing plays an important role in middle school English teaching.Writing as an important language output skill reflects the students' cognitive ability and comprehensive linguistic ability.China's Compulsory Education English Curriculum Standards(2011 edition)sets clear and specific requirements for middle school students' writing ability.However,according to the feedback of Zhenjiang High School Entrance Examination in 2018,the deduction of students' compositions is mainly reflected in the following aspects: confusion of discourse structure,excessive use of simple sentences,lack of discourse awareness and clear logical thinking,grammatical mistakes,etc.Among them,the structure and the language are the main causes.Based on Krashen's input hypothesis,Swain's output hypothesis and schema theory,this study applies the reading-to-write approach to English writing teaching in the middle school,and explores the following two questions through the empirical research:(1)What effects does the reading-to-write approach have on the structure of middle school students' English writing?(2)What effects does the reading-to-write approach have on the language of middle school students' English writing?The study is conducted in a 51-student class(taught by the researcher)in a middle school in Danyang.All the students are from Class 13 Grade 7.The experiment lasts 16 weeks.The researcher adopts the method of reading-to-write to teach English writing in the class.This study has 5 parts,including the pre-questionnaire,the post-questionnaire,the pretest,the post-test and the interview.Through the experiment,it is found that the students' writing has been improved significantly,especially in the aspects of the structure and the language.The students have a positive attitude towards this new teaching method.At the same time,students' confidence and interest in writing are enhanced too.In addition,students' cultural awareness and literary appreciation are also improved.The limitations of the study can be summarized.The experimental time is not long and the sample size is not large enough.All of these need to be further improved in the following research.Finally,the implication of this study is that students' writing ability can be promoted through targeted reading activities in middle school English writing teaching.