Substantial Research In Reading-Writing Teaching In Senior High Schools Based On Output-Driven Hypothesis

English has become one of necessary abilities of national people with the process of globalization. English education of high school period are of social and humane significance,which bears responsibility for both satisfying demand for job, further education and living of high school graduates but also those of national development. The purpose of this study is to explore the current situation of reading-writing ability of senior high school students and to testify whether assumption is true that the application of the “Motivating-enabling-assessing”model into ESL can improve the reading-writing ability. Taking 110 senior high school students as the study case, the method using both quantitative and qualitative studies is applied to explore previous situation of reading-writing ability of them and find problems therein, and to analyze the examination statistics which are sampled in the pre-test and after-test conducted before and after the Motivating-enabling-assessing model is practiced in high school classes. The statistics are processed and analyzed in SPSS 18.0. The results are indicated as blow,There are many problems though reading and writing abilities have improved to a large extent in senior high school. Nevertheless, students are less motivated and mastered few writing strategies. Both teachers and students are eager to improve writing. Secondly, teachers get themselves involved in assessing and correcting each error in writing exercises and students, however, aseess current writing teaching as less effective. In addition, teachers design and teach in accordance with the 2013-editioned new curriculum criteria. For example,reading teachings always occupy more time than writing, for writing assignments are given when 10-15 minutes left in reading-writing class and cannot be presented and assessed in class. The writing assignments are copied directly in the test paper, which separate writing and reading texts. In other word, student writers have no sufficient inputs of reading and cannot output well. Finally, there are usually no other assessment options in writing except for teaching assessment.It can be noted that, by means of analysis of pre-testing and after-testing statistics, score points of the test class are higher than the control students, which is indicated that teststudents are more conscious of textual organization and wording.Therefore, it can be certified that, output is more powerful than input regarding output,the integrating speaking, writing and interpreting are more socially meaning than reading and listening techniques, and additionally, the language teaching if integrated is more efficient in training students than sole skill.