An Experimental Study On The Effects Of Integrating Reading-and Writing On Junior High School Students' English Writing Proficiency

English writing teaching aims to enhance the students? ability of using language knowledge and skills flexibly and comprehensively.Writing,as one of the four basic skills of English learning,is an indispensable component in junior high school?s English teaching.As another basic skill of English learning,on one hand,reading is a measure for students to get information and improve logical thinking;on the other hand,has an important effect on students? writing proficiency.For English teaching,English writing teaching is constantly the key and difficult point for English teachers and it is no exception in junior high school.Based on Input Comprehensive and Output Hypothesis and Cognitive Process Writing Theory,the research aims to discuss the effects of the teaching strategy of integrating reading and writing on junior high school students? English writing proficiency by experimental study.The research questions are as followed,1)What effects does the teaching strategy of integrating reading and writing have on junior high school students? English writing proficiency? 2)Based on the teaching strategy of integrating reading and writing,what kind of correlation does exist between reading level and writing proficiency of junior high school students?The participants were 92 students from 2 classes,Grade 8 of a junior high middle school in Guangzhou.One class was the experimental group(EG)which the teaching strategy of integrating reading and writing was given in English writing teaching,while the other one was the control group(CG)which the scaffolding approach was used in English writing teaching.The research instruments are as followed: pre-test,post-test and a questionnaire.Pre-test aims to know whether there is significant difference of the writing proficiency between EG and CG.Post-test is used to discuss the effects of the teaching strategy of integrating reading and writing on junior high school students? English writing proficiency as well as the correlation between reading level and writing proficiency.The questionnaire is made to learn the feedback of the teaching strategy of integrating reading and writing in EG with the purpose of cross-validation.The results of the research are as followed.The average writing score of EG was 12.61,the standard deviation was 1.569 and the average writing score of CG was 10.65,the standard deviation was 1.398.The date proved that the teaching strategy of integrating reading and writing had a positive effect on junior high school students? English writing proficiency.Meanwhile,among the top,medium and the less advanced group in EG,the English writing proficiency of medium group with medium English reading level were significantly improved(by 1.76,relative to pre-test),which proved that based on the teaching strategy of integrating reading and writing,the group with medium English reading level were the highest correlated.Integrating reading and writing is a practical and effective teaching strategy.It has a certain reference for improving the writing proficiency of junior high school students.