An Empirical Study On The Application Of The Reading-to-Write Approach To English Writing Teaching In Junior Grade Two

In language learning,there are many contents,English writing is an important part of which is the core foundation of English learning.The new curriculum standard of middle school English(2017)defines students’ text specification,logical order,writing content and stylistic norms.However,teachers often separate the teaching of reading and writing during the actual teaching process,making it complicated for students to enhance their writing.Reading-to-write approach is combining English reading and writing,to increase students’ input of English knowledge by systematic and intensive English reading analysis,and guide students to use the input language knowledge effectively(Kang Jiahang,2019).In English writing,students can complete writing by imitating articles and extracting the accumulated language and grammar knowledge in the mind.On account of the theories of input hypothesis,output hypothesis and cognitive process writing theory,this study applies reading-to-write approach to the teaching of junior grade two English writing,and intends to testify the following questions:1.What is the effect of reading-to-write approach on junior two students’ English writing achievements?2.What is the effect of reading-to-write approach on junior two students’ English writing ability?(Content,organization,words,language use,writing mechanics)3.What is the students’ attitude towards reading-to-write approach?This study takes two parallel classes in X Junior Middle School in Yining City as the research objects,divided into control class and experimental class,took a random way.The control class adopts the traditional writing teaching method,while the experimental class adopts the reading and writing method.After the 12-week teaching experiment,the author uses SPSS26.0 to make statistical analysis on the data of test papers and the questionnaire.The research results are as follows:(1)The reading-to-write approach can improve the writing performances of junior two students.Before the experiment,there is no significant difference in the pre-test scores between the CC(75.70)and EC(76.83)(p =.429 > 0.05);After the experiment,the average post-test score of EC(85.60)is much higher than those of the CC(76.96)with significant difference(p =.000 < 0.05).(2)The reading-to-write approach can improve the writing ability of junior two students,their scores in content,words,language use and writing mechanics are significantly improved(p<0.05),but there lies no significant difference in organization(p=.061>0.05).(3)The attitude of junior two students to the reading-to-write approach is proven to be positive.The reading-to-write approach can improve students’ learning attitude,and enhance their interest and confidence in writing.The results show that the reading-to-write approach can promote junior two students’ English writing ability,which is worth popularizing in junior high school English writing teaching.