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of the poor connection of reading and writing in writing teaching, raise students’ interest in writing, enhance the accuracy, fluency, and appropriateness of students’ English writing expressions, and realize the core competence in English language subjects. To be more specific, this research attempted to explore two questions. The first is whether the reading-to-write teaching approach based on thematic context can improve junior high school students’ English writing proficiency, and the second is whether this approach can change the interest and attitude of junior high school students in English writing. 

Chapter Two Literature Review

2.1 Related Concepts

Before reviewing previous studies on reading-to-write, it is important to clarify key concepts of this research, thematic context, English writing proficiency, the reading-to-write teaching approach, and the reading-to-write teaching approach based on thematic context.

2.1.1 Thematic context

The English Curriculum Standard for Senior High School (2017) suggests that themes involve topic and content categories that can provide context and themes for English language learning, while discourse is created and conveys meaning through thematic contexts, proposes six English curriculum contents, emphasizing that all language activities should take place in a specific thematic context, and also points out that exploring thematic meaning can directly affect students’ depth of comprehension of discourse and thus the effectiveness of learning. 

The English Curriculum Standard for Compulsory Education (2022) further states that the thematic context has the role of linking and unifying other content elements, providing contextual categories for language learning and curriculum education. According to the English Curriculum Standards for Compulsory Education (2022), the thematic context is considered one of the six elements of the curriculum content and is divided into three main categories: man and nature, man and society, and man and self. Under each of the three main thematic clusters, there are thematic clusters of their respective categories, each of which is interrelated, with several sub-themes under each thematic cluster. 

2.2 Current Status of Research on English Writing Instruction

Writing is an expressive skill, and the ability to express meaning in accurate, appropriate, and fluent written language is an essential ability for English learners. On the whole, the importance attached to the teaching of English writing in the past was insufficient, but in recent times, numerous pedagogical schools have explored and researched the teaching of English writing, resulting in the following kinds of research results, which provide methodological guidance for teaching in the actual teaching of English writing.

2.2.1 The product approach

The product approach is the traditional English writing instruction method, which once dominated the teaching of English writing in China. Behaviorism is the theoretical basis of the product approach, and its view is that learning is a process of stimulus-response-reinforcement- habit formation (Lu, 2003). Under the behaviorist approach, the teaching steps of the product approach are: (1) The teacher provides and explains good writing examples and teaches students the information in the examples th本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。