An Empirical Study On The Teaching Mode Of Integrating Reading Into Writing In Junior High School

It is well known that reading and writing are the basic strategies and they are the mainaccesses to acquire information and deliver information. Therefore, it is an important task tocultivate students’ reading and writing ability in junior high school. There is a close dialecticrelation ignored between reading and writing in the traditional English, especially, the effectof integrating reading into writing is neglected. The traditional way that reading and writingare operated separately has hindered the development of students’ seriously. According to theNew English Curriculum (2011) in junior high school，students’ reading and writing abilityare more highly required than before. The change of traditional teaching methods intointegrating English reading into writing can stimulate the students’ initiative and interests,facilitate the students’ ability of gaining knowledge and using English, and enhance thestudents’ reading and writing ability eventually.According to Karashen’s Input Hypothesis (1985)’，Swains Output Hypothesis (1985)and Schema Theory (2002)，as well as relevant theories on integrating English reading intowriting at home and abroad, the author employed the teaching mode of integrating readinginto writing in junior high school so as to explore whether new teaching mode is moreeffective or not in improving students’ reading and writing ability.The experiment was carried out in two parallel classes in Junior3in Duandian MiddleSchool in Linfen, Shanxi including55students in each class and they were designated asexperimental class and control class and it lasted for4months. First, Questionnaire lwasdistributed to students in both classes to ifnd out what the current situation of integratingEnglish reading into writing teaching is. Then the students in experiment class received themode of integrating English reading into writing conducted by the author. In control class，students were instructed in the traditional way. At the end of the experimental, Questionnaire2and post-test was given to both classes to explore the four questions below:(1) what is the current situation of integrating reading into writing in junior high school?(2) Can the mode ofintegrating reading into writing improve learners’ writing ability?(3) Can the mode ofintegrating reading into writing improve learners’ reading ability as the writing ability iscultivated?(4) Can the mode of integrating reading into writing bring more positive effectsthan traditional teaching?Data analysis indicated the following findings:(1) the current situation of integratingreading into writing is not satisfactory.(2) Students in experimental class have achievedremarkable improvement in their writing ability.(3) Students in experimental class also havegreat performance in reading ability.(4) The new teaching mode is proved to be moreeffectively than the traditional teaching. And the students in control class also made progress,but it is less significant than the students in experimental class.The current study makes some useful findings which can have implications to readingand writing teaching. As possible solutions in reading and writing teaching, the authorproposes some suggestions to integrate English reading into writing: teachers should selectproper English reading material, enhance the awareness in English reading and writing abilitytraining, design proper methods and tasks in integrating English reading into writing, andevaluate students in time properly.