The Research Of Integrating The Language Skills In The Interactive English Writing Teaching In A Junior Middle School

In the four basic language skills,Writing is the most accurate way of expressing one's thoughts or feelings, hence writing should be an integral and important part of one's scheme in learning English.However, in the district where the writer is,traditional English language teaching tends to train the four language skills—listening, speaking, reading and writing separately,which is not conducive to the development of students'ability to use the language comprehensively.lt is known that one of the English curricula's general aims is to develop the junior students' ability to use the language comprehensively.So the writer, based on the basic theory of the Whole Language Approach, advances the integrating listening,speaking, reading in the junior English writing teaching in order to promote the students'English writing level and balanced development of students'basic language skills.In the junior middle school where the writer works, the Product Approach has been adopted in the English writing instruction for a long time.This type of teaching method has no systematic writing instruction and do not solve students'problems in the process of writing. The monotony of teaching mehtod leads to sutdents'little interest in English writing. It is certain that students'English writing ability is far from satisfactory. As a result,a kind of phenomenon turns up that students feel upset at writing and teachers feel annoyed. The main reason is that students'effect in English learning is not fully exerted and there is no interaction among individuals, students and teachers.Therefore the writer integrates the four language skills in the interactive English writing teaching in the junior middle school in order to find out whether the approach can solve the major problems existing in junior middle school English writing teaching and learning and improve students'English writing ability as a whole.The whole thesis will be presented in the following:The first chapter presents the brief introduction, the background and the importance of this research. The second chapter sets forth the basic theory of the whole language approach and the basic theories of the interactive teaching,and reviews some influential researches on English writing teaching at home and abroad.The third chapter describes the three types of classroom interaction and the students'and the English teacher's roles in class.The fourth chapter discusses how to integrate listening training in the junior English interactive writing teaching, how to integrate speaking training in the junior English interactive writing teaching, how to integrate reading training in the junior English interactive writing teaching, and how to integrate listening, speaking and reading training in the junior English interactive writing teaching.In the fifth chapter the writer carries out the experiment study in two classes of the junior middle school which the writer works,in order to verify the the effect of this teaching methodology.The results of the experiment show that this type of teaching approach works well,which can lead to the students'all-round development of the comprehensive language skills,can arouse students'learning enthusiasm, confidence and initiative in English writing teaching class.The English writing scores of the students from the experimental class have been improved more obviously than that from the control class, compared with the scores before the experiment.Finally, the writer makes a conclusion, the teaching methodology is really an effective method to achieve its mutual advantages of English teaching and learning in middle school classrooms. At the same time, the writer admits that due to the short period of the experiment, the findings are limited and many aspects are ignored. There is still so much work to do for further research about this method.