A Study On The Application Of Reading-to-write Approach To English Writing Teaching In Junior High School

English reading and writing are two essential skills for junior high school students to learn English,and they are important parts of English teaching in junior high school.However,the current situation of English writing teaching in junior high school is not optimistic.Facing with the writing tasks,junior high school students often have no idea about how to start.At the same time,writing has always been a major problem in English teaching.In recent years,the emerging Reading-to-Write Approach advocates the combination of reading and writing to achieve the effect of promoting writing by reading.There are many research achievements on writing at home and abroad,but most of them are limited to the research on high-level learners,there are few studies on English teaching in junior high school.As a result,this research employs the Input Hypothesis,Output Hypothesis,and Schema Theory to investigate the following two issues:(1)What effect does the Reading-to-Write Approach have on the English writing performance of junior high school students?(2)What are the specific aspects of the Reading-to-Write Approach’s impact on the English writing of junior high school students?The author selected 110 students from a junior high school in Pingliang City to carry out a four-month experiment.These students were from two intact classes in Grade Nine of this junior high school,including 55 students in the experimental class and 55 students in the controlled class.In the experimental class,the author used the Reading-to-Write Approach.In the controlled class,the author adopted the traditional writing teaching method.The author collected data through questionnaires,interviews and tests,and conducted descriptive statistical analysis,independent sample and paired sample T-test on the data.After a semester of teaching practice,this research has drawn the following conclusions:In comparison to traditional writing teaching methods,the Reading-to-Write Approach has been shown to significantly improve students’ writing performance,especially in terms of vocabulary,fixed collocation,sentence structure and logical expression,the students in the experimental class performed better than those in the controlled class.This study brings the following inspirations to English teachers in junior high school: they should play a good role as a guide in the cooperative inquiry class,make full use of the teaching materials to combine reading and writing,and make students feel the fun of reading and the achievements from writing to improve students’ writing ability.