Open Reading Task With High School Students English Writing Performance Relationship

Reading and writing are regarded as both important learning goals and learning approaches to the Chinese who take English as a foreign language. The quality of reading comprehension is closely related to the ability of writing. There won't be valid writing without valid reading. However, influenced by NMET, the post-reading activities in the classroom teaching emphasize too much on multiple-choice exercises, which focus on fact identification and therefore have had bad effects not only on the quality of reading but also on the development of students' writing abilities.This research is to apply open-ended task reading strategies into daily teaching of reading, that is, giving the students open-ended reading tasks instead of the close-ended ones, and subjective questions instead of objective ones through an experimental study which aims to improve input quality of reading by valid post-reading tasks. The results of this study are checked through writing tests before and after the experiment to confirm the effects that valid input has on the students' writing abilities. The result shows that open-ended reading exercises are helpful toenlarge the students' vocabulary;enhance the grasp at the structures and rules of the target language;enable the students to have a better understanding of both Chinese and Western culture;develop the students' interests in reading and writing.