An Empirical Research On The Reading-writing Combined English Instruction In Upper Grade Primary School

Reading and writing are not only important skills in the process of English learning but the major parts of English teaching as well.Reading is the main approach of input while writing is the main approach of output.In recent years,more and more English teachers realize the importance of developing reading and writing skills.However,the traditional English class in primary school neglects the inner relationship between reading and writing,which cannot help to improve the efficiency of students’ comprehensive English reading and writing.How to arouse students’ interest,cultivate students’ good habits and improve the students’ ability of English reading and writing in the practice of English teaching? This is the question that English educators of primary schools must think about.To solve the problem,the author conducts an English teaching experiment with a reading-writing combined model.In light of the theories of Krashen’s comprehensible Input Hypothesis and of Swain’s comprehensible Output Hypothesis,the thesis attempts to demonstrate that English teaching can be successful when the input of reading goes with the output of writing on the basis of the well-chosen reading materials.In the course of the work,the author uses the methods of literature research,investigation research and action research.Experiments,questionnaires as well as interviews are used as research instruments to gather relevant data.The result of the research shows that firstly,compared with the separated English reading and writing instruction,the reading-writing combined English instruction can help to stimulate the upper primary students’ interest and self confidence in their English reading and writing,and it helps to improve their English reading and writing habits.Secondly,it’s practical to improve the students’ reading and writing ability under the reading-writing combined approach.Based on these findings,the author concludes the necessity and the feasibility of the reading-writing combined English instruction in the high grade of primary school in China.The author also puts forward some suggestions to enhance the quality of the teaching of English reading and writing.The purpose of this research is to arouse more English teachers to the concern of the English teaching of reading and writing in the primary schools.Though the study fails to avoid some limitations,such as the small sample number and imperfect research methods,it is of great practical significance to the English teaching of reading and writing in the primary schools.