An Experimental Study Of Reading For Writing Classroom Teaching Based On Go For It!

According to Core Competencies of English Subject and the National English Curriculum Standards(2011),English teaching in junior high schools requires further reforms and improvements.Besides,for the students,they are also required to be equipped with comprehensive abilities.It is known to all that English writing is one of the four basic skills(listening,speaking,reading and writing)of English learning.It plays a very important part in English learning and teaching.Although the standard requires students to get a level in each grade,the fact is that many students can’t reach the level and there is still a long way for them to go.There are still many problems remaining to be solved like students’ lacking interests,the stereotypes of writing classes,the simple judgements and the ignorance of teaching writing through reading and so on.Actually,many writing problems come from the ignorance of focusing on the relationship between reading and writing.As the reformation of the test goes on,writing plays a more important role.What can help students to do better in writing? Reading and writing is just called for.Based on Constructivism,especially the Zone of Proximal Development and Scaffolding,and the theory of Input and Output Hypothesis,the study was carried out in Chongqing No.1 Middle School,lasting for a whole semester,aiming to find out whether the “Reading for Writing” Teaching based on the Go for it! can facilitate English writing learning.In this study,two questions will be answered and verify as follows: 1)One is whether the method can improve students’ ability in English Reading for Writing,to be answered in the results of a questionnaire and the results of the tests.2)How can this Reading for Writing Teaching can help teachers and students to reach the goal of improving the comprehensive ability of writing in English practically?And based on the questionnaires,surveys,tests and individual example analysis,the data was collected and analyzed carefully.Two classes were selected as the control group and experimental group.During the experiment,the experimental group students were given the Reading for Writing Teaching based on Go for it!,while the controlgroup received traditional writing classes as usual.After a whole semester,the results showed that Reading for Writing Teaching improved the writing abilities in the experimental group and enhanced their interests in English writing,together with helping students get the way of writing efficiently.The study has provided some English teaching experience and held some implications for the theorization of English teaching in junior high schools,especially in English writing classes combined with reading.In short,this research presents a new solution to the serious problems in English writing teaching and creates a new idea of combining English reading and writing in junior high school.Of course,there are still many problems about this experiment to be solved and improved like the variety of reading materials and the range of the students.The author will try to better it in the future.