An Application Study On The Integrated Reading-Writing Teaching Method To Senior High School English Writing Teaching

As the economic and cultural globalization has increasingly accelerated,English writing has been widely employed in a variety of fields as an important means of communication.English has been considered as one of the global languages.Therefore,according to high school English "New Curriculum Standard" and the Outline of the College Entrance Examination,high school students are required to learn or master a certain degree of English writing ability,based on the proposed better standards.However,in reality,high school students have just mastered a certain amount of vocabulary and grammar knowledge,while the composition written in the exam is usually short and there are some mistakes of language use.Some students even find it difficult to write a complete and accurate sentence.Therefore,the following question is taken into consideration: What kind of writing teaching method is more effective to help students to solve the problems mentioned above? Based on the researches of related scholars,it is believed that the combination of English reading and writing is possible and feasible.In other words,Integrated Reading-Writing Teaching Method is a good choice for teachers and students.By employing pretest,post-test,and interview,the author analyzed the collected data and information and tried to address the following questions through qualitative and quantitative analyses:1.What’s the attitude of students to the Integrated Reading-Writing Teaching Method in senior high school?2.What kind of impacts will the Integrated Reading-Writing Teaching Method have on students’ English writing ability in terms of content,structure,vocabulary,language use,and proficiency in senior high school?For this purpose,an experimental study was conducted on 96 high schoolstudents from Baodi No.One Senior High School in Baodi District,Tianjin.During the experiment,students in the experimental class were provided with a large number of reading materials and reading skills before writing,while traditional way of teaching(product approach)was conducted in the control class.After consulting literature materials from international and domestic Internet,including several books and journals on English writing teaching,the author not only achieved a deep understanding and knowledge of the development of the Integrated Reading-Writing Teaching Method,but also mastered theoretical skills to implement English writing teaching.The questionnaire was employed to test the attitudes and interests of students in writing before the experiment.The author performed a descriptive analysis of the final results under the help of SPSS 19.0 software,with the method of checking composition scores of EC in pre-test and post-test and comparing the writing performances of students who are from EC and CC.The experimental results show that the total score of English writing and the five dimensions of content,structure,vocabulary,language use and proficiency of the students in the experimental class are all improved,but the improvement of writing proficiency is not so obvious.Therefore,Integrated Reading-Writing Teaching Method is an effective teaching method,which can not only effectively stimulate students’ interest in English writing,but also greatly cultivate students’ confidence in English writing.Obviously,Integrated Reading-Writing Teaching Method enables students to develop good writing habits and greatly improves students’ English writing skills.