The Application of Reading-to-Write Strategy under Core Literacy in Junior High School English Writing Class

A case study of HuaiNan MinSheng Middle school

Abstract

The four fundamental skills for learning English are speaking, listening, reading, and writing. These four skills are interrelated, mutually reinforcing and indispensable. However, in today’ s junior high school English classes in China, these four skills are often taught to students in an independent form. With the deepening and development of quality education, English teaching more clearly points to the curriculum goal of cultivating and developing students’ core literacy. Therefore, it is urgent to study the teaching method of reading and writing under the background of English key competence. The research on the teaching method of reading and writing in foreign countries is earlier than that in China. However, research on this approach in China didn’t begin until much later and generally concentrated on the senior high school English teaching phase. Therefore, in light of the current state of writing teaching, the author explores and discusses how to help students use reading skills, master writing methods and improve their language ability, cultural awareness, thinking quality and learning ability through Reading-to-write strategy based on Krashen’ s input hypothesis and Swain’ s output hypothesis.