Research On The Application Of “Reading For Writing” To Junior High School English Writing Teaching In The Western Hunan Minority Regions

According to the latest population situation,the ethnic minorities in the ethnic minority areas where I live account for 81.3 %,of which Dong people account for 78.3 %.Because of the economic backwardness,education is relatively backward.Through literature review,it can be seen that the domestic and foreign research on reading for writing has achieved fruitful results in theory and practice,which has an important enlightenment role in changing the traditional English writing teaching,and has important guiding value for junior high school students.However,previous studies are not sufficient,and there are few studies on the English writing teaching method of “reading for writing” in middle schools in minority areas.According to the general goal of “Compulsory Education English Curriculum Standards” and the fact that English writing teaching in junior middle school in western Hunan minority region has not been paid attention to and still adopts the traditional teaching method of separation of reading and writing.This study introduces the reading for writing approach into junior high school English writing teaching.Based on Krashen’s input hypothesis,Swain’s output hypothesis and scaffolding theory,this study takes experimental research method,questionnaire survey method and interview method as the main teaching research methods,and takes 106 students from two parallel classes of Grade 3 in a middle school in Huaihua City as the research subjects,focusing on the following three questions:1.What is the current situation of junior high school English writing in the western Hunan minority regions?2.How to use “reading for writing ” method to achieve effective writing teaching?3.What are the effects of the application of “reading for writing” teaching method on junior high school students’ writing ability in western Hunan minority regions,and in which aspects?The results show that:(1)students have the problems of not being interested in writing,lack of self-confidence,insufficient knowledge of English vocabulary and grammar,lack of basic knowledge and basic skills of English writing,easy to be affected by Chinese thinking and local ethnic language,and rely too much on teachers for evaluation.(2)the teaching steps of reading for writing are very suitable for the teaching and learning of English writing in junior high schools in the western Hunan minority regions.That is,introduce the topic,provide reading discourse,understand the text,analyze text hierarchy,discuss with group and summarize.Besides,teachers guide students to analyze writing requirements,sort out and screen vocabulary and sentence patterns suitable for their compositions.Self-evaluation and peer evaluation after writing is completed,and teachers modify comments.(3)the “reading for writing” teaching method is effective in improving the English writing ability of junior high school students in the western Hunan minority regions,which is mainly reflected in the fact that the experimental class students have greatly improved their language and organizational coherence.Based on the experiments and findings of this study,the researcher draws the following implications.(1)teachers should pay attention to many aspects of reading materials.(2)teachers should also consider the minority characteristics when implementing the “reading for write” method,teachers should take students as the main body,create real and meaningful scenes according to students’ specific conditions,and stimulate students’ desire to write in English.(3)the single mode of teacher evaluation should be changed to self-evaluation,peer evaluation,and teacher evaluation.(4)students should do more extracurricular reading,according to the “reading for writing” method to guide their own reading,reading can help develop the thinking of writing.