An Experimental Study On English Writing Skill Training Through The Teaching Of Reading For Senior School Students

In English learning, both reading and writing skills belong to the learning of written language. Reading and writing are two reciprocal acts of comprehending and composing, mutually facilitative entities that support each other. On one hand, reading is an input process, through which the learner can acquire linguistic knowledge as well as the information needed, which serve as the basis and source for writing. On the other hand, writing is an output process, through which the learner expresses his ideas with linguistic knowledge. This thesis focuses on the main problems in students' English writing, based on the essential theories relevant to English writing and reading and the studies made in such a field previously, trying to improve the students' writing skills by strengthening vocabulary, sentence structure and discourse analysis in reading teaching. Through the theoretical exploration and empirical research, the thesis demonstrates a conscious process of teaching in reading and targeted training is an effective way in promotion of writing skills.In the course of this experiment, evaluations were made of the level of writing of the experimental classes before and after the experiment, as well as clear records losing in vocabulary, sentence structure and discourse link. By the conscious process of strengthening teaching in vocabulary, sentence structure and discourse links in the course of the three months' English reading teaching in the experimental classes, students' skills, including the remembrance and use of vocabulary, the correct use of diversified sentence structure and the discourse links, improved to a certain degree, which upgraded students' writing skills in the overall level. As the controlled class followed the original model for teaching reading, did not specifically focus on students in vocabularies, sentences and discourse links based on the accumulation of knowledge, and the application of skills in training, students' levels in these three areas have not significantly been raised. The study confirmed the teaching of reading in their daily English class, can promote students' writing skills in the selection and the use of vocabularies, sentence structures and skills in discourse links, through the strengthening in the application of vocabularies, mastering various sentence structures and skills of discourse links, supplemented in carefully designed to consolidate training.