| English writing has been a big headache for both teachers and learners for a long time. It is generally acknowledged that having a good command of writing skills is of vital importance to improving the English standard. Therefore it is imperative that we should cultivate good writing skills. Only through the reading input, can we accumulate a large number of words, phrases and sentence patterns. Then we can put what we have accumulated through reading into writing practice.In order to improve students’ writing skills through reading, we are urged to work out a practical and effective approach to teaching English writing through reading in high school. This has aroused wide concern among high school teachers. To solve the problem, combined reading-writing teaching approach is advocated. In light of the theories of Krashen’s comprehensible Input Hypothesis and of Swain’s comprehensible Output Hypothesis, the thesis attempts to demonstrate that English teaching can be better facilitated when in-put reading goes with out-put writing.This thesis focuses on the following research questions:1. Will this combined reading-writing teaching approach be effective in improving students’ writing performance?2. Will this combined reading-writing teaching approach be effective in changing students’ understanding of English writing and enhancing their interest in writing?Experiments, questionnaires as well as interviews are used as research instruments to gather relevant data. Based on both quantitative analysis and qualitative analysis, the following findings are obtained:1. This combined reading-writing teaching approach is effective.2. It is feasible to improve students’ writing performance and enhance their interest in writing through reading.The research findings indicate that this combined reading-writing teaching approach is effective in enhancing students’ writing ability. Meanwhile, the findings tell us that it is feasible to bring the combined approach into the teaching of writing. |
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