A Research On Reading-writing Class Pattern

Reading and writing have been treated as two separate courses for Englishmajors in Chinese universities, which, however, has been founded incapable ofimproving learner’s linguistic proficiency. Reading and writing serve as two vitalmeans of language input and output for foreign language acquisition since reading canprovide learners with sufficient contents, precise structure, words and sentences whilewriting can help the consolidation, reinforcement and internalization of thatknowledge. Since2000, many scholar have noted that reading and writing should becombined and a major part of them have discussed the reasons in theory andimplemented the feasibility in empirical studies. But, they failed to establish asystematic model for reading-writing class, despite some universities have tried to setup a reading-writing course in recent years, which are still in the initial stage and inneed of improvement and perfection.Given the nature of reading and writing, the paper illustrates theindispensability of them and the feasibility of combining them. According to theanalysis of empirical study of questionnaire of students, interview of teachers andobservation of reading-writing classes in School of International Relations in SichuanInternational Studies University, it proposes a proper model for reading-writing classbased on the input and output hypothesis, the embodiment education and theconstructivism and on merits and demerits of reading-writing classes.In this thesis, the author discusses the necessity and feasibility of combiningreading and writing, analyses the current classes, exhibits the advantages anddeficiencies, gives some proper solutions and proposes a tentative model for teaching,hoping to facilitate the perfection of reading-writing class.