A Study On The Application Of The Strategies Of Integrating Reading And Writing To English Writing In Senior High School

In EFL teaching,writing,as one of the four basic language skills,is closely related to reading,and both of them supplement each other.The Curriculum Standard of English(2003)stipulated that the overall goal of the English learning at senior high level is to cultivate students' integrating skills of using English language.However,in China,the current teaching situation of English language shows that teachers mainly use the teaching mode of combining vocabulary and grammar,ignoring the teaching mode adopting strategies of integrating reading and writing which causes that the students' writing ability is weak.Therefore,teachers should attach importance to cultivating students' writing ability in the process of reading.Teachers should pay much attention to cultivating students' writing ability in the process of reading teaching to attain the goal of the integrating use of language by combining reading and writing.The study,which is on the basis of the language input and output theory,discusses the teaching strategies of integrating reading and writing in English writing with the aim of improving the teaching efficiency and students' writing ability.The study answers the following questions:(1)How to integrate reading teaching and writing teaching in senior high school English writing class?(2)What influence will the strategies of integrating reading and writing have on the students' attitudes to the English writing in senior high school?(3)What influence will the strategies of integrating reading and writing have on the students' English writing ability in senior high school?The study is based on Krashen's Input Hypothesis and Swain's Output Hypothesis.One hundred senior high school students of Grade Two from No.1 middle school of Tengzhou participated in the experiment which lasted for about one semester(2016.9-2017.1).All students are members of two natural classes.According to the study,one was the experimental class during which teachers adopted the reading-writing teaching strategies to teach reading and writing while the other is the control class during which teachers took the usual teaching methods to teach reading and writing.The experiment mainly adopted the research methods of the questionnaire,a pretest,a post-test and so on.Writing is involved in reading class and becomes a part of the reading task.The overallteaching of writing after reading can integrate the originally independent reading and writing effectively.In class,students are fond of imitative writing.It is easier to grasp the structure of the composition,and the use of vocabularies,which helps transfer the knowledge easily.Some with good basic knowledge can write complex sentences better and express their more views gradually.The students who are poor at English will not have nothing to say.There will not be the output of writing unless there is the input of the knowledge first.The findings indicate that the reading-writing teaching strategies can improve students' writing ability obviously.