Experimental Study On The Combination Of High School English Reading And Writing

Nowadays senior high school English teaching has focused on input activities,placing more emphasis on listening and reading, while speaking and writing are weakened. A great number of high school students have poor writing proficiency,revealing lack of specific content, loose logic, writing with only chunks, many grammar mistakes as well as incorrect expressions.To handle above writing problems,my study mainly explores inherent connection between reading and writing and feasibility of combining reading with writing, intended to enhance English writing proficiency. Based on Krashen’s comprehensible input hypothesis,Swain’s output comprehensible hypothesis, discourse analysis theory and scaffold theory, my study employs questionnaire survey, case study to research into following questions:1.How is a combined reading-writing teaching model conducted in classroom teaching ?2.What effects does a combined reading-writing teaching model have on students’writing motivation and confidence ?3.What effects does a combined reading-writing teaching model have on students’writing competence ?In this research, two parallel classes were selected as subjects and arranged as the experimental group and the control group. During the eight-month experiment,both groups used the same teaching materials,but the combined reading-writing Teaching Model was employed in the experimental group, including model writing,condensed writing, extended writing, continuous writing after reading and writing based on the topic. All these reading-writing tasks focus on words and phrases,sentence patterns,paragraphs and passages,themes and opinions. Pre-test,post-test was adopted in this research and all the data were analyzed with SPSS19.0.Contents of the Interview and statistics of the questionnaires were also recorded and analyzed.Conclusions of the teaching study are as follows: from the angle of behavior,students tend to imitate and apply language they were taught during the process of reading,employ and rethink language they read in the writing practice, thus developing a good habit of reading and writing; in terms of affection, students’motivation and confidence in writing have been significantly promoted; as to competence, students engaged in a combined reading-writing teaching model are more likely to achieve progress in writing. Consequently, a combined reading-writing teaching model is feasible in senior high School English teaching.