Application Of Input Hypothesis And Output Hypothesis In Teaching English Writing Of Senior High School Students Through Combined Reading-writing Approach

English writing has long been a big headache for both teachers and learners.More attention is fixed upon teaching reading through analyzing vocabulary andgrammar, while writing is rarely recognized as worth attention. The present situationfor writing is far from satisfactory.A higher requirement is set in the aspects of writing for high school studentsaccording to New English Course Criterion. The most obvious change can be found inNMET which gives more concern to testing students ability in both reading andwriting, all of which indicates that there is an urge to work out a practical andeffective approach to teaching English writing through teaching reading in highSchool. This has aroused wide concern among high school teachers.To solve the problem, the combined reading-writing approach is advocated.Based on the theories of Krashens comprehensible Input Hypothesis and of Swainscomprehensible Output Hypothesis, the thesis attempts to demonstrate that Englishteaching can be successful only when in-put goes with out-put on the basis of thewell-chosen in-put material. The absence of either one, or too much emphasis onone of them will lead to failure.To prove that this combined reading-writing approach is practical, effective, andfeasible in bettering students out-put ability, an experiment with four classes in bothXuzhou No.1and No5Senior High Schools are carried out for a whole term. Thewhole experiment lasts nineteen weeks plus one more week for examination. In twoexperimental classes, the new approach is tried in comparison with two controlclasses where traditional way of teaching remains in an attempt to illustrate that thenew approach really works well as expected. Some apparent progress in writing hasbeen made by those who are exposed to the new learning environment. The findingstell us that the combined approach is much better in improving teaching work, moreimportantly, learning efficiency.