A Study On The Application Of Reading-to-Write Mode To Junior High School English Writing Teaching

As two of the four basic English skills,the importance of reading and writing is obvious.For any language,the proficiency of reading and writing is regarded as the standard to judge the mastery of learners.Therefore,both teachers and students clearly recognize the importance of reading and writing in daily teaching,but there are certain problems in the specific teaching and learning process.The author as a junior high school English teacher has worked for seven years.It is observed that traditional teaching is mainly used in junior middle school English teaching now.In other words,reading and writing are separated to be taught.There are many reasons,such as the teaching schedule,teachers’ ability and the level of students,etc.However,the main reason is the teacher doesn’t attach importance to the combination of reading and writing.Due to the large proportion of reading in the exam,teachers pay more attention to reading teaching and ignore writing in daily class,which also causes students to lose interest in writing and think that writing is difficult.So their writing proficiency is difficult to be improved.In order to change the teaching model of separation of reading and writing and improve the writing proficiency of junior middle school students,this study adopts Reading-to-Write Mode based on the input and output theory.It aims to study and answer two main questions: 1.What are the effects of the Reading-to-Write Mode on students’ interest in English writing? 2.What are the effects of the Reading-to-Write Mode on students’ English writing proficiency?The study chooses two parallel classes Class 3 and Class 4 of Grade 3 in Xinghua Junior High School of Zhucheng.Each class has 50 students.This study lasts for one semester.Three instruments are used in this study: test,questionnaire and interview.The writing proficiency of the students is tested before and after the experiment.The change of students’ interest in writing is understood through questionnaires and interviews.The results show that: 1.Reading and writing can improve students’ interest in writing.After teaching in this model,students’ resistance to writing significantly reduces,and they are more active in class and more confident in writing.2.Reading-to-Write Mode can improve students’ English writing proficiency.Through this model,the content of students’ writing is more plentiful,vocabulary is richer,and the use of connectives is more flexible.Besides,the writing speed is improved,and most students can express their own views in the passage.