The Application Of "Reading To Promote Writing" To Unit Topic Writing Teaching In Junior High School

In junior high school,writing is an important part of English learning.Writing can effectively improve students’ vocabulary,consolidate their foundation,improve their ability of expression and promote their all-round development.In this context,“Reading to Promote Writing” has been widely recognized by educators in recent years.Many English teachers have started to use this method frequently,hoping to improve students’ learning efficiency and help students to accumulate their vocabulary.However,according to the current situation,many educators encounter big obstacles when they adopt this method in writing teaching.On the one hand,the method system available has not been found yet.On the other hand,there are evident differences in students’ learning performances and learning abilities.To improve students’ writing ability by the method of “Reading to Promote Writing” strongly requires students’ comprehensive ability.Moreover,many students lack self-confidence and subjective initiative in the process of learning which results in their low learning efficiency.Therefore,the improvement of the writing ability of the current middle school students has caused certain troubles.How to effectively improve the writing level of the middle school students is an urgent problem that needs to be solved at present.This research will take this as a breakthrough,fully link the core contents of reading and writing from a theoretical point of view and try to figure out the answers to the following questions:(1)In what aspects does the students’ writing ability improve through the method of“Reading to Promote Writing”?(2)How can the students’ confidence and attitude of writing be influenced by the method of “Reading to Promote Writing”? Hopefully,“Reading to Promote Writing” is essentially a process of verifying whether it can solve related writing difficulties and improve their writing ability.In this 16-week research,110 students from Class 2 and Class 6,Grade 2 in a junior high school were selected as participants.Class 2,Grade 2 was selected as experimental class,and the method of “Reading to Promote Writing” was adopted to conduct unit topic writing research.Grade 6,as control class,adopted the traditional method of reading and writing separation.Researchers collected data by means of writing test,questionnaire and interview,and analyzed them by SPSS(22.0).Results show that the method of “Reading to Promote Writing” is effective in unit topic writing.The main findings are as follows :(1)The method of “Reading to Promote Writing” has lifted the unit topic writing level of junior middle school students,especially in terms of vocabulary,sentence structure,discourse cohesion and writing content.(2)The majority of students hold a positive attitude towards this method,which enhances students’ interest and confidence in unit topic writing.(3)Students are satisfied with the teaching of unit topic writing with the method of “Reading to Promote Writing”,and actively participate in class.Through the experimental study,“Reading to Promote Writing” in unit topic writing teaching in junior high school get a more concrete application.And under comparatively identical circumstances,writing can be combined with reading to create a more perfect context and enable students to improve their writing competences and consolidate their own advantages while reading.However,this method cannot help students to overcome all the obstacles encountered in the learning process.At the level of specific application,educators should teach students in accordance with their aptitude to ensure teaching effects.It mainly includes paying attention to students’ writing process and cultivating writing strategies;integrating cultural knowledge into reading and writing and cultivating students’ cultural awareness;paying more attention to discourse and setting up unit topics;encouraging students to read after class to increase their reading.