Relationship Between Reading And Writing Processes From A Metacognitive Perspective

As English reading and writing are two difficult tasks for Chinese students, many researchers and scholars are keeping finding ways to get skills or strategies to aid the progress of the students'reading comprehension and writing ability, but most of them emphasize on the imitation or conversion of word, phrase or sentence, confining to language's output or input, not involving the learners'psychological process. The study of the relationship between reading and writing is very limited in China, and remains a problem as well. The nature of the relationship between reading and writing has not been explored from cognitive perspective.Taking Flavell's metacognition as an analytical framework, the present research offers a holistic description of the EFL learners'learning processes of reading and writing so as to enrich the study of the relationship between reading and writing.By adopting the metacognitive theory put forward by Flavell, the present study focuses on the metacognitive activities in the processes of reading and writing. The researcher conducts the study by observing reading class, collecting subjects'writing samples and interviewing. After analyzing their reading and writing processes, the researcher finds that the students gradually improve their writing skills by taking the Advanced English Reading Course. The result shows both reading and writing processes are similar and dynamic. The two processes influence each other under the condition of monitor and evaluation. In addition to an introduction and a conclusion, the thesis consists of three chapters. Chapter One introduces the related literature of previous studies. Chapter Two describes the research design including data collection, data processing and result reporting. Chapter Three analyzes the results of the study and puts forward the suggestions for further study in this area.The present study provides both the EFL educators and learners with some valuable implications in the field of English reading and writing. It is quite necessary to have more explorations conducted in the future in terms of the relationship between reading and writing with the theory of metacognition or other related theories.