A Study On The Application Of “Reading-to-Write” Teaching Model In Junior Middle School English Writing Teaching

In English language teaching,developing students’ writing ability is one of the most important tasks to improve students’ English core competence.On the one hand,as an important way of language output,writing can not only reflect students’ comprehensive language level,but also improve their thinking ability.On the other hand,reading is an important way of language input.Only by ensuring effective input can learners have high-quality output,the two of which are intrinsically linked.“Reading-to-Write” Teaching Model is to,via systematic and in-depth analysis,associate and integrate English reading teaching with writing teaching,in which learners can achieve a deeper overall understanding of the target texts,acquire language expressions,appreciate logical structure as well as the cohesion in the texts,and consequently apply them to the writing followed,thus enhancing their writing ability.This study takes 349 students in grade 8 at Saima junior middle school and their 3English teachers as the research participants,among which “Reading-to-Write”Teaching Model began to be adopted in grade 8.The survey and research are conducted centering around the following three issues: 1.the major problems and their causes of English writing teaching at Saima junior middle school before“Reading-to-Write” Teaching Model was adopted;2.the advantages and characteristics the Model possesses;3.the principles and methods to apply the model in junior middle school English writing teaching.Based on Krashen’s input hypothesis theory and Swain’s output hypothesis theory,this study analyzes the relationship between reading and writing.The aim of this research is to integrate reading teaching and writing teaching in a better way so as to improve the efficiency of writing teaching.The researcher collects and analyzes the research data by means of interview,classroom observation and questionnaire.The results show that there existed some phenomena in junior middle school English writing teaching,such as the separation of reading from writing,insufficient language input before writing and low quality of writing output,which led to the inapparent effect of English writing teaching;the teaching of English writing under “Reading-to-Write” Teaching Model has achieved some effects,such as better stimulating learners’ interest in writing,enriching their writing topics,content,vocabulary and sentence patterns,and reducing their spelling and grammatical errors in writing;to follow the principles for the use of the Model,five teaching procedures are suggested to take,such as introduction,reading,analysis,writing and reflection,realizing the integration of reading and writing.“Reading-to-Write” Teaching Model has its unique advantages and characteristics,which facilitates the solutions of the relevant problems with the writing teaching before adopting this mode,which presents the value for promotion.In the practice of English writing teaching,the integration of reading and writing together with a scientific design of teaching activities,can be helpful to enhance the efficiency of writing teaching,so as to achieve the development of students’ writing ability.