A Study On The Application Of “Reading To Write” In Junior Middle School English Writing Class Based On Production-Oriented Approach

English Curriculum Standards for Compulsory Education(2022 Edition)points that it is necessary to cultivate students’ language understanding and expression ability when they use language and non-language knowledge and various strategies to participate in language activities related to topics in specific situations.It emphasizes the importance of cultivating students’ writing strategies and writing ability.However,due to some reasons such as insufficient knowledge,single writing method and influence of exam-oriented education,junior high school students have troubles in writing and the quality of writing is not high.In order to solve these problems,academic circles and educators have used different methods to propose solutions,among which the Production-Oriented Approach(shortened as POA)proposed by Wen Qiufang and “reading to write” method are more typical.“Reading to write”method advocates the combination of reading with writing.The materials obtained through reading can provide information for writing and writing can be completed through reading.Due to the present situation of English teaching in our country,the POA focuses on solving the main problems in the process of English teaching.The teaching principles of this theory are closely related to English writing.The teaching hypothesis of this theory offers new thoughts for writing teaching and its teaching process makes the writing class lively and interesting.Therefore,based on the concepts of POA and “reading to write” method,this research tries to put forward some effective teaching strategies suitable for cultivating junior high school students’ writing interest and writing ability.This research mainly studies the following three contents:1.Can the “reading to write” method based on POA improve junior high school students’ writing interest?2.How is POA implemented in the “reading to write” class?3.Does the “reading to write” method based on POA promote the improvement of junior high school students’ writing performance?The subjects of this study are 100 students from Class 6 and Class 7 of Grade 8 in XX Middle School.Class 6(50 students)is the experimental class which is taught with the“reading to write” method based on POA.Class 7(50 students)is the control class which is taught with traditional teaching method.This research mainly adopts literature review method to analyze research achievements on POA and “reading to write”,the questionnaire method to know about whether students’ writing interests have changed before and after the experiment,and test method to explore how to improve students’ writing ability by using“reading to write” method under the guidance of the theory of POA.At last,the experimental method is applied to verify whether the “reading to write” method based on POA can improve students’ writing performance.It is found that the “reading to write” method based on POA not only improves students’ writing interest,but also has an obvious positive effect on their ability and writing scores.The questionnaire survey shows that students in the experimental class have mastered more writing skills after the experiment and their anxiety in writing has been reduced while their interest in writing has been significantly improved.Nonetheless,although students’ writing interest in the control class has increased,their overall interests in writing are still low and they still have anxiety in writing.The data from the two writing tests shows that in the experimental class,students’ writing performance under the combination of POA with“reading to write” teaching method has been greatly improved.According to research implications,it is suggested that when teachers apply POA and“reading to write” method in the writing class,they design diverse activities to enable it and the setting of output goals be in line with students’ current cognitive level.Furthermore,during the assessment,teachers are suggested to encourage students to actively participate in the assessment process which will be helpful to promote students’ learning through assessment.