The Quantitive Analysis Of Reading-writing Relationships In Second Language

According to the theory on reading and writing of cognitive psychology, we discussed the nature of second-language reading and writing; with the survey on reading-writing relationships and the data from HSK( ) and MHK( ), we conducted a quantitive analysis of reading-writing relationships in second language, and meant to make some suggestions on the teaching and measuring of second-language writing.The quantitive analysis contains three parts: (1) the correlations of reading-writing, of reading-writing-grammar; (2) the correlations of reading-writing for the superior and inferior readers respectively, for the superior and inferior writers respectively, and for the more and less proficient second language learners respectively; (3) the correlations of reading-writing-speaking in HSK( ). The results are: (1) There are some connections on reading and writing, but the correlations are not high enough to say reading and writing are the same. The correlation for reading-grammar is significantly higher than that for writing-grammar. (2) The correlations of reading-writing for superior readers and writers are more significant, and those for more proficient second language learners are not so significant, which is contrary to the previous study of Carson(1990).(3) The correlation for writing-speaking is significantly higher than that for reading-speaking.So, we can conclude that: (1) Writing is composing and grammar is not the key for writing. (2)The superior reader is not always the superior writer and the superior writer is not always the superior reader in second language. (3) Composing competence is distinct for writing and from reading.Also, we can make some suggestions: (1) the measurement of reading and writing should be conducted respectively and can't be obtained simultaneously. (2) Writing should be a necessary part in HSK( ).