| Reading and writing are two basic skills in English learning.Reading is the main way of language input,while writing is the main way of language output.They promote the development of students’ comprehensive language competence.However,the current situation of English reading teaching and writing teaching in middle schools is sobering,which is reflected in the aspect of discourse.In the teaching of reading and writing,teachers lack discourse-level analysis,which leads to the students’ emphasis on details while ignoring the discourse characteristics in reading,and the lack of structural cohesion and coherence in writing.Therefore,based on the input theory,output theory and discourse analysis theory,the author combines reading with writing,trying to improve students’ discourse competence through “reading to writing” teaching.In order to put forward the cultivation strategies of students’ discourse competence in reading to writing teaching,this study will answer the following research questions: What is the current situation of junior high school students’ English discourse competence? What factors affect students’ English discourse competence? How is students’ English discourse competence cultivated based on the influencing factors in the reading to writing teaching?This study lasts for one semester,and the subjects are the students of Grade Eight from a middle school in Fuzhou.The research processes are as follows: firstly,the author understands the current situation of students’ discourse competence through questionnaires,interviews and pretest,and finds that there are some problems in the macro and micro aspects of discourse competence.Secondly,the author conducts the teaching experiment of“reading to writing” and post-test.Through the comparative analysis of the students’ post-test and pre-test scores by SPSS and Excel,the author understands that after the teaching experiment of “reading to writing”,the discourse competence of the whole class has been significantly improved(Mean Difference = 1.55882,P = 0.000 < 0.05),and the improvement of the top students is the most significant(Mean Difference = 2.5,P = 0.000< 0.05).Finally,based on the teaching experiment,post-test and interview,the author proposes the strategies for cultivating students’ discourse competence in reading to writing teaching: first,arousing and enhancing students’ discourse awareness in reading stage and writing stage;second,explaining discourse knowledge suitable for students’ level systematically to lay the foundation for improving their discourse competence;third,guiding students to apply discourse knowledge in both reading and writing and to engage in the genre circle activities;fourth,selecting appropriate discourse materials and discourse topics for students to recite and accumulate;fifth,conducting special training of the cohesive devices. |
