An Action Research On The Teaching Model Of Reading-to-Write Based On Thematic Context

With the promotion of new curriculum reform,the development of students’ writing ability has been valued.Writing ability is a reflection of students’ comprehensive language ability,but the improvement of students’ writing ability has always been a difficult point in teaching.In recent years,to solve this problem,more and more teachers have paid attention to the “reading-to-write model”,which combines input and output.However,the application of the “reading-to-write model” has certain shortcomings and cannot achieve the desired effect.To study how to better enhance the effectiveness of the “reading-to-write model” and promote the development of students’ writing ability,this study explores the implementation of the “reading-to-write based on thematic context model” and its impact on the English writing ability of junior high school students under the guidance of context theory,the input hypothesis,and output hypothesis.Specific research questions include:(1)What appropriate strategies and activities can be adopted to carry out “reading-to-write based on thematic context model”?(2)What is the effect of the “reading-to-write based on thematic context model” on the English writing ability of junior high school students?To answer the research questions,a three-month action research was conducted in a class of Grade Seven in a junior high school in Quzhou.In this action research,43 students participated and questionnaires,interviews,and tests were used as research tools.The results are drawn as follows.(1)In order to improve students’ writing ability,the “reading-to-write based on thematic context model” can be carried out by using following strategies and activities.In the lead in part,teachers create thematic context.During the reading process,teachers need to lead students explore the thematic meaning through discourses,expand thematic context for students to consolidate the thematic meaning,design activities around the thematic context to connect the reading process and the writing process.During the writing process,teachers connect writing task with the real life of students,lead students to re-construct the thematic meaning of their own essays and work with students to construct writing evaluation standards around the thematic context.(2)The “reading-to-write based on thematic context model” has a positive impact on students’ writing ability,mainly reflected in the content,organization,and language use.Specifically,the average score of students’ writing content increased from 3.3 to 4.7,the average score of writing organization increased from 2.02 to 3.39,and the average score of language use increased from 3.91 to 5.35.However,there was little improvement in mechanics,with an average score increase of only 0.16.In conclusion,this study plays a significant role in junior high school English writing teaching and provides reference for the implementation of the “reading-to-write based on thematic context model”.