An Experimental Study On The Integration Of Reading And Writing In Senior High Schools' English Writing Teaching

English writing is a complex integrative process of comprehensive skills, which is hard for many learners to master and apply in a short period, especially for the students in senior high schools. The students don't have the ability to write a complete and appropriate English paragraph after having learned English for such a long time. English writing is a hard nut in English teaching. In English teaching, writing teaching has become one of the main concerns, resulting in many important studies either at home or abroad. Nowadays more and more teachers have already realized the importance of writing both in individual development and in English teaching and learning and made some studies. Some of them were on the basis of their native languages and some were made in the environment of English as a second language. Although some recent studies were carried out in the environment of English as a foreign language, they were all in colleges or universities instead of in senior middle schools. To solve the problem in the English writing, a possible measure should be taken. A new method for improving the ability of English writing whose theoretical bases are Krashen's comprehensible Input Hypothesis and Swain's comprehensible Output Hypothesis has been put forward in the thesis.The thesis consists of four chapters:Introduction generalizes the importance of writing, provides a general survey of current situation of English reading and writing in senior middle schools and analyses the problems appearing in writing teaching. And it also introduces the need for the research.In Chapter One some writing instruction researches are reviewed .The definition of the new approach----reading-to-write is defined by a lot of scholars. Relevant researches at home and abroad about it are introduced, too.The second chapter introduces three key theories. One is Krashen's Input and Swain's Output theory. One is Cognitive Process Writing theory. The last one is the Constructivist View on the Teaching of Writing. These theories can act as a guide for us to find a better way to improve students' writing competence. Meanwhile, it analyses the nature of writing, reading and the relationship between them so that the hypothesis of integrating reading in writing class is proved feasible.The third chapter mainly details the study, including the research design, subjects, instrumentation of the experiment procedures for conducting the experiment and methods for scoring and data analysis. It also compares and analyzes the data collected from the experiment and tests whether English writing competence can be improved by integrating reading in writing class.Chapter Four summarizes the implications and limitations of this experiment, which are the basis of the future research.