A Study On The Optimal Design Of The “Reading-To-Write” Approach In English Writing Teaching In Junior High School

The study of English learning has long been a hot topic in China.The scheme of the new College Entrance Examination,which has recently released,shows that the higher level of students’ competence of English comprehensive communication skills is required.Among those comprehensive communication skills,writing is the most important but also the most difficult one for students.To improve students’ writing skills,teachers have been making efforts to adjust,or create their own teaching methods,and doing more research on teaching of writing.Most teachers have paid attention to the method of reading-to-write,which is based on the Input Hypothesis from Krashen and the Comprehensible Output Hypothesis from Swain.And this method has proved to be effective to some extent.But as it has been put to use for many years,it still has some problems and needs to be improved.In order to explore how to enhance the effectiveness of reading-to-write method,the questionnaires from students and teachers,the record of the interview with teachers and teaching videos are analyzed in this thesis.This thesis draws a conclusion that the model of reading-to-write method can be improved to have six steps: preparative reading,repetition/ testing,reading in class,text analyzing,writing,and feedback after writing.Under the guidance of the Input Hypothesis from Krashen and the Comprehensible Output Hypothesis from Swain,the new model of reading-to-write method aims at solving the problems and difficulty shown in the analysis result of questionnaires from students and teachers,the record of the interview with teachers and teaching videos.