Region - Educational Research and Reviews

In English language teaching, developing students' writing ability is one of the most important tasks to improve their English core competence. There exist some phenomena in junior middle school English writing teaching, such as the separation of reading from writing, insufficient language input before writing and low quality of writing output, which lead to the inapparent effect of English writing teaching. Some relevant studies have shown that "reading-to-write" teaching model can facilitate the solutions of the relevant problems. This model refers to a specific writing process integrating reading and writing in English teaching and the ultimate purpose of involving reading (input of relevant information and knowledge) is to initiate the output, namely to accomplish the task of writing, thus enhancing their confidence in writing. Based on Krashen's "input hypothesis theory" and Swain's "output hypothesis theory", the study briefly analyzes the relationship between reading and writing in English writing teaching. Combined with the teaching experience in Shuangfu middle school in Jiangjin, the author talks about how to apply this model in English writing teaching in junior middle school so that teachers can get some inspiration from them and improve the efficiency of English writing teaching.