A Study On The Effect Of Integrated Reading And Writing On Improving Senior Students' Writing Proficiency

It goes without saying that writing, as one of the essential productive techniques,is of critical significance to English learners. English writing's full score is 25,accounting for 20.8% in NMET Jiangsu Province. However, students' English writing score is far from satisfactory, with an average of about 12.5 in recent three years. As a matter of fact, students spend a large sum of time practicing writing and memorizing samples; meanwhile,teachers invest considerable energy in correcting and instructing it, but students still feel at a loss when it comes to writing,failing to write acceptable passages. Therefore, faced with this situation, quitting conventional teaching and exploring new ways to enhance students'writing ability remains one of the urgent problems that we teachers need to take into account for the time being. The purpose of this research is to test the effect of integrated reading and writing on improving senior students' writing proficiency.Confronted with the writing problems concerning the students in senior high, I have done this research to probe into how to carry out integrated reading and writing in senior school class with the hope of exploring the effectiveness of this teaching on the overall writing proficiency of the students, as well as finding on which aspects students can make progress. Based on the research results of many scholars at home and abroad,this thesis is also guided by Krashen's Input Hypothesis and Swain's Output Hypothesis, Schema Theory and Scaffolding Instruction. Targeting thestudents in Class 5 and Class 6, Senior 3 in Yangzi High School Affiliated to Nanjing Normal University, Jiangsu Province, of which the former is experimental group while the latter is the control group, the research lasts four months.In this effect research, the researcher has carried out questionnaires before and after the research with the intention of getting to know students' anticipation and feedback of integrated reading and writing. Meanwhile, the researcher has collected statistics from the control group and the experimental group in the pre-test and post-test,contrasting and analyzing the statistics in terms of content completeness,language specification and discourse coherence according to the English composition scoring criteria in NMET. In the end, the researcher wants to find out whether integrated reading and writing is helpful in enhancing learners' writing proficiency by comparing the statistics of the two groups as well as the data of the experimental group in pre-test and post-test.The author draws the conclusion that integrated reading and writing, to some extent, does have a positive effect on heightening learners'overall writing levels and accordingly is an effective way. To be exact,integrated reading and writing doesn't make much difference to students' writing ability in content completeness, but it remarkably improves their competence in language specification and discourse coherence.