An Experimental Study Of The Effect Of Combining English Reading And Writing In Class Teaching On Junior School Students’ Writing Skills

English reading and writing are two aspects of the information exchange. They promote and supplement each other and can’t be separated. Reading, as the base and premise of writing, can activate and enrich the learners’existing knowledge. On the contrary, writing can promote reading. In recent years, although writing teaching has been paid more and more attention in English teaching, isolated teaching of them still plays a chief role. Writing teaching has not attracted enough concern. English learning in junior middle school is a starting stage to the students. It’s significant for their future English learning to give them correct guidance in setting up correct consciousness of writing and to foster their personal characteristic writing style.The subjects of the study are junior school students. This thesis focuses on the main problems in the students’writing, based on the essential theories of reading and writing, Krasen’s input hypothesis and Swain’s output hypothesis, theory of learning transfer, and the studies which have been made in such a field previously, trying to improve the students’writing skills by combining English in reading and writing class teaching. In the study, the author tries to combine reading and writing in practical class through series of reading and writing activities to increase the students’interest, gradually to develop the students’ability of accumulating and employing English vocabulary, analyzing sentence structure, managing a text, examining the topic and language sensibility. It aims at the final appearance of positive transfer of writing knowledge and quality by promoting students’writing skills in daily accumulation of English knowledge. Through a series study of essential theories relevant to English writing and reading and the experimental study, this thesis tries to work out the following problems:(1) Can the pattern of combining reading and writing in class teaching improve junior middle school students’writing ability?(2) In which aspects does the pattern of combining reading and writing in class teaching influence students’writing ability?In this study, the author chooses two classes in Grade Nine as the study subjects. In the course of this experiment, before and after the experiment, evaluations were made of the writing quality of the experimental classes and clear records and comparison of scores getting in integrity of content, accuracy of grammar and fluency. The class teaching in the experimental class is student-centered while it is teacher-centered in controlled class. A traditional class teaching mode which emphasizes on reading rather than writing teaching is adopted in controlled class. After the11-week experiment, the students’interest and self-confidence in writing were developed and strengthened, their anxiety on writing was decreased as well.Based on the data analysis of the experiment, the hypothesis proves to be true that combining reading and writing in class teaching is more helpful than the traditional way in improving students’ writing ability and enhancing their writing interest and confidence. From the data, we also find that combining reading and writing teaching in junior English class can influence the learners’ writing ability in some aspects.This thesis includes six chapters:introduction, literature review, theoretical framework, methodology of the research, results and discussion and conclusion.