Research On The Application Of Reading-to-Write Teaching Model To Junior High School English Writing Teaching

As we all know,there are four basic skills in English which are listening,speaking,reading,and writing.Writing is an output process that is a comprehensive ability;it is also a process that we can express our ideas by using our language knowledge.But there are some phenomena in the current junior high school English teaching,emphasizing vocabulary,reading,grammar,and neglect writing.In the traditional junior high school textbook,writing always was regarded as the appurtenance of vocabulary and reading.What’s more,writing is also a tricky part of English teaching.And it always ends up with a mission before class over.So training of writing is not entirely efficient,and this way cannot improve students’ writing competence radically.The purpose of this research is to find a viable teaching strategy of the reading-to-write approach so that teachers can use in junior high school classroom teaching.This study based on the cognitive process writing theory,scaffolding theory,input hypothesis,and output hypothesis,aiming to explore how do teachers build up the learning scaffolding through organizing a reading by applying the reading-to-write approach.In this research,the author tries to find the answers as follows:1.What is the current situation of English writing teaching in Jinyuan Junior High School?2.How will the reading-to-write approach be applied to English writing teaching in Jinyuan Junior High School?3.What effects can be produced on the junior high school students’ writing ability by applying the reading-to-write approach?The author carried out this study among 108 students in Grade Nine from Jinyuan Junior High School in Chengdu within 18 weeks.The author divided the two classes into the experimental class and the control class,and both the two classes are parallel classes.The reading-to-write teaching approach is applied in experimental class,while the control class is carried out the previous teaching method that taught reading and writing separately.The data of this research collected from the tests,interviews and questionnaires,and then the data was analyzed by using SPSS.The major findings are as follows: firstly,the reading-to-write approach is a more effective way to apply in writing teaching.Secondly,the author summarizes some teaching steps for reading-to-write that bases on specific teaching implementing methods and previous work,which includes lead-in,reading practice(pre-reading,while-reading,post-reading),pre-writing,while-writing,and post writing.Thirdly,the results show that the reading-to-write method stimulates the learning interest of students and the intrinsic motivation of students’ learning.The study gets some pedagogical implication for English teachers in junior middle school:1.Teachers should not regard reading and writing as two separate parts,which two have a close connection.2.Teachers should set up reading tasks reasonably to enhance students’ comprehensive input as much as possible so that they can output better in writing.3.Reading-to-write approach is more suitable for students who are in junior middle school.4.Teachers should provide appropriate help who play an important role that likes the scaffolding.5.Teachers should set tasks according to the actual conditions of students,so that it can guarantee to reach your teaching goals in that class.