An Experimental Study On Senior High School Students' Writing Ability By Stratified Reading-writing Integration Teaching

Writing is a complex process that utilizes comprehensive abilities,which is also a difficult point in foreign language teaching for basic education in China.The traditional teaching of English writing in senior high school ignores the relevance between writing and reading,especially the positive effect of reading on the improvement of students' writing ability.Therefore,a large number of foreign scholars and teachers at home and abroad have carried out the relevant research on the integrated teaching of reading and writing,and have proved that it is superior to the traditional single writing teaching.However,most of the previous related research does not explore its effectiveness in improving English writing from multidimensional degrees: on one hand,most researchers fail to take into account the differences in students' existing ability or the effect of the differences on the improvement of their writing ability.On the other hand,the previous studies on the stratified reading-writing integration teaching in high school are mostly based on score but less involved in students' writing interest.Thus,the existing studies of the integrated teaching of reading and writing cannot reflect the full picture of its effectiveness.Therefore,based on the input hypothesis,output hypothesis,"proximal development zone" theory as well as "optimization of teaching process" theory,this research adopts the reading-writing integration teaching method,more specifically,the "three stages and seven steps" teaching method,in stratified classes and explores the effectiveness of improving the English writing ability of students at different levels in senior high school aiming to give enlightenment on the implementation of the integration of reading and writing teaching under the background of stratified teaching reform.The research questions are as follows:(1)Can the stratified reading-writing integration teaching improve the English writing ability of high school students at different levels? If so,which level(class A and class B)ofstudents' English writing ability improvement will be more significant?(2)Does the stratified reading-writing integration teaching have different influences on different level(class A and class B)students' English writing in the aspects of content,organization,vocabulary,language use and mechanics?(3)Can the stratified reading-writing integration teaching improve the writing interest of students at different levels(class A and class B)in senior high school?In this study,writing teaching experiment was adopted among 76 students in two stratified classes in Guangzhou Yuexiu Foreign Language School and lasted for three months,namely,12 weeks.Writing tests were conducted before and after the teaching experiment to testify the differences between the two classes' existing level and the improvement of their writing ability.Questionnaires were also used before and after the implementation of the teaching to measure the changes in students' writing interest.By analyzing all the collected data with SPSS 21.0 and discussion of all the results,the conclusions are drawn:(1)The stratified reading-writing integration teaching is helpful to improve English writing ability of students at different levels in senior high school and it is more effective for the students of higher level.(2)The stratified reading-writing integration teaching has distinctive influences on the students at different levels in the aspects of content,organization,vocabulary,language use and mechanics of their English writing and the most significant difference is reflected in the aspect of content.(3)The stratified reading-writing integration teaching has positive effects on the improvement of writing interest of high school students at different levels.