Research On The Application Of “Reading-to-Write” In Junior Middle School English Writing Teaching Under Multimodal Teaching Method

In junior middle school English teaching,writing is a means to test students’ comprehensive ability in English learning and is typically believed to be the most difficult and challenging part.As a teaching approach which uses input language to promote output language,reading-to-write has been widely studied and adopted by many scholars,and has a great significance for improving students’ writing level.However,with the development of technology,the means of language teaching has become increasingly diversified.Besides,the new English curriculum standard stressed the importance of deepening the interpretation of multimodal materials.Thus,teachers should improve students’ ability to recognize multimodal discourse.As a teaching method that requires teachers to use multiple teaching means to mobilize the multi-sensory cooperation of learners,multimodal teaching method can stimulate students’ learning interest and initiative more than traditional single language explanation,so it can make up for the limitations of conventional teaching approaches.From this,the author applied multimodal reading-to-write approach in the English writing teaching of a junior high school in Hefei city,Anhui Province,to explore the effects of this new teaching approach on junior middle school students’ motivation in English writing and their writing capability.This study will mainly explore two questions:(1)What are the effects of multimodal reading-to-write approach on junior middle school students’ English writing ability in terms of content,language and organization?(2)What are the effects of multimodal reading-to-write approach on junior middle school students’ motivation in English writing?To study the above questions,the author selected 87 students from two ordinary classes of grade nine as the research objects,and divided them into experimental class and control class.Questionnaire,interview and test were used to conduct a three-month teaching experiment,and SPSS 26.0 was used to statistically analyze the experimental results.In the teaching process,the experimental class adopted the multimodal reading-to-write approach while in control class,traditional teaching method was utilized.This study found that after three months implementation of multimodal reading-to-write approach,the English writing proficiency and writing motivation of the experimental group were significantly improved.In terms of writing proficiency,students’ writing language improved the most.And as for writing motivation,students’ internal motivation enhanced the most.Based on the above findings,this study provides empirical data for the study of multimodal reading-to-write English teaching in junior high school.At the same time,the author hope that it can offer some reference and enlightenment for the future research of English writing teaching.