An Experimental Study On The Application Of Reading-to-Write Into The Teaching Of English Writing In Grade Nine Of Rural Area

Reading-to-write approach is a kind of teaching method which is an organic combination between reading and writing teaching.English writing is one of the four basic skills of language learning and also an important part of English teaching in junior middle school.The purpose of writing is to cultivate students’ comprehensive ability to use the language they have learned.English writing,as an important means of communication,is widely used in various fields and runs through the whole process of English teaching.For middle school students,even after several years of English learning,many students don’t know how to start in the face of writing tasks.Most of the students’ writing ability is still unsatisfactory,especially in the countryside,students’ English writing level is even lower.There are various problems in writing,such as spelling mistakes,grammatical errors,lack of understanding of sentence structure,lack of coherence and so on.At the same time,for the author,writing has always been a difficult problem in English teaching.This study aimed at the English writing problems faced by the ninth grade students in rural junior middle schools,and explored the writing teaching method of reading-towrite.That was,whether the combination of reading and the teaching of English writing method could promote the improvement of students’ English writing level in junior middle schools.The author found out the changes of students’ writing attitude.In order to improve the teaching of English writing,she also provided some requirements for the teaching of English writing in junior high school.This experiment consists of three research questions: 1.Is the writing skills of rural middle school students improved after the implementation of reading-to-write? 2.Can students’ interests in writing be motivated through the teaching of reading-to-write? 3.What is the attitude of students towards the teaching method of reading-to-write? In thisstudy,63 students in Class 226 of Grade 9 of Du’an Yao Middle School were tested for12 weeks.Class 225 was the control class and Class 226 was the experimental class.Writing scores of pre-test and post-test were collected and analyzed to survey the changes in students’ English writing before and after the experiment.After the experiment,a questionnaire survey was conducted to understand students’ views and interests feedback on the teaching of reading-to-write.The results of research showed that reading-to-write could not only improve junior students’ English writing ability,but also motivate their interests in writing and the achievement of study.Most students thought it is necessary to use the reading-to-write approach in English teaching.They were satisfied with this teaching and looked forward to learning more about the reading-to-write approach and skills.Students should do the following things: 1.Forming a good habit of reading;2.Enhancing the ability of autonomous learning;3.Mastering reading skills;4.Preparing reading material accumulation and using it in the writingReading-to-write also put forward higher requirements for teachers.Teachers should do the following things: 1.Developing good reading and writing habits 2.Choosing appropriate reading materials for the students 3.Using reading materials in teaching 4.Helping students to establish relevant schemata of English writing discourse constantly.