A Study On The Application Of Reading-to-write Approach To English Writing Teaching In Rural Junior High School

English writing,one of the four fundamental technical abilities of language,works as an essential way of language output and plays a crucial role in English learning.Nevertheless,there are many problems existing in English writing instruction during the period of author’s teaching process in rural area,such as students’ poor and passive English writing.At present,it is urgent for teachers and students to deal with these tough problems.Based on Krashen’s Input hypothesis,Swain’s Output hypothesis,Lexical Chunks Theory and Output-driven and Input-enabled Hypothesis,this thesis attempts to apply the reading-to-write approach to English writing teaching with an experimental research so as to integrate the reading with writing to enhance students’ English writing.Moreover,it also provides effective suggestions for teachers to ameliorate English writing in rural area.This research is conducted to handle with the following questions:Question 1: Whether the application of reading-to-write approach can improve students’ writing achievement or not?Question 2: What are the changes of students’ writing motivation after the application of reading-to-write approach?The participants were 90 students of Grade 8 in Xi Cun Junior High School and research continued for four months.There were two paralleled classes in this experiment:Class 1(Experimental Class)and Class 2(Control Class).The reading-to-write approach was conducted in EC,while the traditional teaching method was introduced in CC.The quantitative and qualitative methods were adapted to analyze data from tests,questionnaires and interview.Furthermore,questionnaires and interview were used to analyze the students’ writing motivation and the scores of EC and CC in the pre-test and post-test were analyzed by SPSS 19.0.The consequences validate as follows:Firstly,the reading-to-write approach is an efficient teaching methodology and makes the difference in improving students’ English writing achievement.Secondly,students’ English writing motivation have been facilitated to a large extent after the application of reading-to-write approach.In general,it follows that the reading-to-write approach is potent and viable.What’s more,this research inspires teachers to update their writing teaching ideas and enrich students’ writing scores and motivation.