A Tentative Study Of Output-driven Reading And Writing Instruction Mode For Senior High English

The goal of English instruction in senior high schools is to facilitate students’ development of communicative competence. And writing is a significant part of it, which is the representation and realization of their linguistic skills and content knowledge. However, English writing remains the weakest part in both teaching and learning in senior high schools. It’s a problem commonly observed and needs addressing urgently.Based on the Output-driven Hypothesis, this paper puts forward the output-driven reading and writing teaching mode for high school English, which was put into practice in selected students from the senior, two of a four-star high school in Jiangsu Province. In the teaching continuum of "reading——discussion——writing— assessment——rewriting", the teaching materials for reading as input used in the study were chosen from Advance with English as well as English newspapers and magazines. The study collected its data by means of tests, interviews and observations. The study lasted for eighteen weeks in all. The results show that the mode apparently improves students’ writing skills, and those who are better motivated in particular; besides, it enhances their comprehensive linguistic skills and their awareness of language input and output.The research findings suggest that the output-driven reading and writing instruction mode in senior high English classes is feasible and fruitful. Hopefully, the teaching mode generated in this research will serve as a reference for actual teaching in the secondary level of English instruction.