A Study On Effects Of Application Of Intensive Reading-and-writing Task On Junior High School Students’ English Writing Achievements

English writing plays an significant part in English teaching and learning for both teachers and students.It can properly reflect learners’ integrative competence to apply language knowledge and it has received extensive attention from teachers and students.In recent years,the curriculum standards have come up with more specific rules on the English writing ability of middle school students.For instance,students should have the ability to describe people or events with simple English,They need to use common connectives to express sequence and logical relationships,etc.Therefore,for reaching the target of the curriculum standards,the researcher adopts the writing method of “Intensive Reading-and-Writing Task” in this study.This method can help learners to have a deeper understanding of the writing background,grasp the stylistic structure of different articles,accumulate new vocabulary and grammar knowledge,and use grammar rules correctly,which are indispensable for junior high school students’ English writing.Based on the theory of constructivism,narrow reading theory and interactive alignment theory,90 students in two parallel classes are regarded as the research object in the 45 th middle school of Lanzhou city,Gansu province,adopting three research methodologies of tests,questionnaires,and students’ log.It attempts to explore whether “Intensive Reading-and-Writing Task” has a positive effect on improving the middle school students’ English writing level.The intensive reading-and-writing task is namely give a writing topic to students,after they complete the rough manuscript,and then ask the students to read three articles on the same topic in the same period of time and sum them up,timely feedback,and then use the inductive knowledge to practice writing again.There are two research questions need to be discussed in the paper:(1)Can the application of intensive reading-and-writing task improve junior high school students’ English writing achievements?(2)Can the application of intensive reading-and-writing task have an impact on junior high school students’ English writing interests? The author carries out a one-semester teaching experiment research.The two classes are given a pre-writing test and a pre-experiment questionnaire before the experiment is conducted.In the experiment,the author adopts intensive reading-and-writing task in the experimental class.During the last class of the experiment,the two classes are given post-writing test and the post-experiment questionnaire is distributed to the experimental class.The author uses SPSS20.0 to conduct data analysis of the writing test scores of the two classes.Integrated with the questionnaires before and after the experiment,we can get conclusions as following:(1)The application of intensive reading-and-writing task is beneficial to the improvement of middle school students’ English writing level.In particular,the students in the experimental class used more accurate words,richer content and more logical structure in writing.(2)The application of intensive reading-and-writing task can effectively improve students’ interest in English writing learning in middle school.Specifically,students’ reading enthusiasm and reading initiative have been enhanced,students’ attitude towards English writing class is more positive,and they are more willing to take the initiative to write English compositions.The revelation of this study is that(1)Teachers should select reading materials that conform to students’ cognition based on teaching texts.(2)Teachers should choose reading materials with practical significance,which are strongly associated with the daily life of middle school students and can increase students’ interest.