An Experimental Study On The Improvement Of Senior High School Students' English Writing Abilities Through Combined Reading-writing Model

In the language information exchange,there are two aspects: English reading and writing.We cannot separate them and they influence each other.As the basis of writing,reading can stimulate and enrich the students' pre-existing knowledge.In addition,writing can promote reading.Recently,teachers has paid far more attention to writing in the English class teaching,but teaching them in the separate ways still plays a major part.Much attention has not been appealed in the writing teaching.In the senior middle school,English learning is a main stage for the senior high students.So,teachers should give the students proper guidance and foster their personal writing style,so as to help the students? further English learning.Senior middle school students are the subjects of the study.This thesis focuses on the main problems in the students' writing,trying to enhance the students' English writing skills,by the new way of combined reading-writing teaching.These are based on the basic theories of reading and writing,Krasen's input hypothesis and Swain's output hypothesis,language transfer theories,and the previous studies which have been made in this field.In this study,through several reading and writing activities,the author makes an effort to combine reading and writing in the English class teaching,so as to arouse the students' writing interest and help the students to accumulate and use English vocabulary properly,analyze the sentence structure,organize paragraphs,study the theme and so on.In daily knowledge accumulation,the students? writing ability may be improved,and the goal is to form the positive transfer of writing knowledge.Through the basic theories of reading and writing and the experimental study,this thesis tries to solve the following problems:(1)Can senior middle school students' writing ability be improved by the combined reading-writing model?(2)In what aspects does the combined reading-writing model in class teaching influence the senior middle school students' writing ability?In this study,two classes in senior middle school Grade One have been chosen to be the study subjects.The discrimination of the students? writing ability can be got from the integrity of content,grammar accuracy as well as fluency.In the experimental class,the practical teaching is student-centered,however,in the controlled class,it is teacher-centered.While in the controlled class,the teachers apply traditional class teaching,reading is paid more attention than writing.After the 11-week experiment,teachers had helped the students' improve writing interest and skills,and reduced the students? writing anxiety.Based on the experimental data analysis and comparison,the hypothesis of the experiment turns out to be true that the combined reading-writing teaching in English class is much more helpful than the traditional teaching method,especially for the improvement of students? writing ability.According to the data,we can also find out that the students' writing ability in several aspects,such as the completeness of content,the accuracy of grammar,and the coherence of the composition can be influenced by combined reading-writing teaching in senior English class.