A Study Of The Reading-writing Integrated Approach In The English Writing Teaching Of Senior High School

As one of the four basic skills of English learning,English writing is an integral part of the entire senior high school English teaching process.However,the current situation of senior high school students' English writing is really depressing.In order to solve this problem,many experts at home and abroad put forward the reading-writing integrated approach and conducted a series of studies.However,most of the research subjects are college students,and the reading-writing integrated approach is rarely studied in senior high school.This paper takes Krashen's input hypothesis and Swain's output hypothesis as the theoretical basis to carry out teaching experiments in senior two.This thesis focuses on the following three questions:1.What's the current situation on students' English writing in senior high school?2.What effects does the reading-writing integrated approach have on senior high school students' English writing ability in terms of content,structure,vocabulary,grammar and handwriting specification?3.What's the students' attitude towards reading-writing integrated approach?In order to explore the above questions,this study used two parallel classes as the research subjects which were taught by the author.One class was set as the experimental class and the other was the controlled class to carry out a semester's teaching experiments.During the teaching experiments,the experimental class and the controlled class used the same teaching material.The difference is that the experimental class adopted the reading-writing integrated approach,while the controlled class adopted the traditional teaching methods for writing.Through pre-test,post-test,pre-questionnaire,post-questionnaire,student interviews to study the efforts of the reading-writing integrated approach on senior two students' English writing.The collected data was analyzed by SPSS and the results are as follows:1.Senior high school students generally find it difficult to write in English.As a result,they are afraid of English writing and lose interest in English writing.2.The writing level of students in experimental class has been improved in terms of content,structure,vocabulary,grammar,and handwriting specification.This shows that the reading-writing integrated approach can improve students' writing ability effectively.3.Because of the improvement of writing ability,the students' interest and self-confidence in English writing have increased.Meanwhile,they like the reading-writing integrated approach.