A Study On The Application Of Reading To Write Approach In The Teaching Of English Writing In Rural Junior Middle Schools

English writing has a strong impact on junior high school students’ performance in English in the secondary school examinations and on their future development of integrated language skills.While junior high school students have some basic knowledge of English,rural junior high schools need more modern teaching facilities and further improvement,students have restricted access to English.As a consequence,students lack vocabulary spelling,language coherence and writing skills when writing.To enhance the English writing learning of rural junior high school students,the author has applied the reading to write approach to junior high school English writing teaching and carried out a specific study to explore whether the reading to write approach has a facilitating role in the English writing learning of rural junior high school students.The concrete research questions were as follows: 1.whether using the reading to write approach would be effective in enhancing the English writing performance of rural junior high school students;2.whether the reading to write approach could motivate students’ interest in writing in English;3.whether the reading to write approach could encourage students to use some writing strategies consciously.The subjects were the Grade 9 students from a rural high school in Suihua City.Two parallel classes,Class 1and Class 2,were selected as the experimental class and the control class.There were45 students in each class and 90 students in total.Before the experiment,there was no significant difference in English writing ability between the two classes.The teaching of English writing in both classes was organized by the same English teacher,and the teaching materials and teaching schedule used were also identical.The experimental class was taught writing using the reading for writing teaching mode,while the control class was taught writing using the conventional teaching mode for ten months.This educational experimental study mainly used quantitative and qualitative research methods at the same time.The quantitative study took use of a questionnaire,which related to reading for writing in English for junior secondary school students.The quantitative study also used a writing test,which was based on some of the questions from the middle school entrance examination.The author used SPSS22.0 software to analyse the pre-test and post-test scores of the experimental and control classes.The qualitative study took the form of semi-structured interviews.Interviews were conducted randomly with eight students from the experimental class after the implementation of the experiment was completed.Through the analysis of the relevant experimental data,author found that the students in the experimental class had a noticeable improvement in their writing performance,while the students in the control class did not have a great improvement in their writing performance.The analysis of the questionnaires revealed that the students are fond of reading for writing and the method was effective in increasing their motivation to express themselves in writing.The results of the interviews showed that students preferred reading for writing as a method of teaching English writing,and that the students believed that this method could strengthen English language foundation,alleviate writing anxiety and encourage them to use some writing tactics in a conscious matter.In conclusion,the author proposes corresponding teaching suggestions for the application of the reading to write approach in English teaching in rural junior high schools,in the hope that it may give a reference for future research and promotion of the reading to write approach in English writing teaching in rural junior high schools.