An Action Research Of Reading-to-Write In Junior High School English Writing Teaching Based On Output-driven Hypothesis

English reading is the process of information input and English writing is the process of information output.Their relationship is very inseparable.However,in the practical English teaching in junior high school,reading and writing are seriously separated,which has caused some problems.In order to solve these problems,it is important to combine reading and writing.Output-driven Hypothesis proposed by Professor Wen Qiufang contains three teaching sequences starting from output first,then moving to input,and finally back to output again.After the students are aware of their deficiencies in the pre-class writing output,more effective learning will be gained in the reading input.Therefore,Reading-to-Write based on Output-driven Hypothesis is an effective way to improve the writing ability of junior high school students.The purpose of this thesis is to explore the application of Reading-to-Write based on Output-driven Hypothesis in junior high school English writing teaching.On the basis of previous studies,the researcher carried out an action research on the following research questions:(1)What are the effects of Reading-to-Write based on Output-driven Hypothesis on student’s writing proficiency in junior high school?(2)What is the influence of Reading-to-Write based on Output-driven Hypothesis on students’ writing interest in junior high school?(3)What are the effects of Reading-toWrite based on Output-driven Hypothesis on students’ using of writing strategies in junior high school?In this research,54 grade eight students from a junior high school were taken as the research subjects.The researcher conducted an action research on the teaching mode of Reading-to-Write based on Output-driven Hypothesis in this class.Research instruments included tests,questionnaires,classroom observation and interviews.The action research was conducted for three months,which could be divided into two rounds.In each round action research,four steps were mainly introduced: identifying problems,making the action plan,implementing or adjusting the action plan,reflection and evaluation.Before the action research,pre-test,pre-questionnaire and pre-interview were used to master the basic situation of students’ English writing learning.The teaching sequence was pre-class writing-reading-discussion-writing-evaluation.In the first round action research,the researcher asked the students to write first,then guided the students to learn the reading texts related to the writing topic of this unit,next guided the students to get enough input and discuss in groups,and asked students to write again according to the input.Finally,the evaluation was conducted.Before the second round action research,the researcher mainly adjusted the action plan by adjusting the pre-class writing contents and reorganizing the team members.The research findings show that Reading-to-Write based on Output-driven Hypothesis has a positive impact on students’ writing proficiency,writing interest and their using of writing strategies.Pedagogical implications are proposed in the end of of the thesis.