A Research On Integrated Reading And Writing Teaching Mode In English Writing Teaching Of Senior High School

With the implementation of the new college entrance examination reform,continuous writing and summary writing in English examinations are gradually adopted by the pilot provinces.More and more attention has been paid to the Integrated Reading and Writing teaching method.In today's society,English writing plays a vital role in both English learning and daily life.However,in the current English teaching and learning,students have anxiety,avoidance and other negative emotions about English writing.Therefore,how to improve students'English writing performance and alleviate students'writing anxiety is a major issue in English writing teaching.Based on Scaffolding Theory and Affective Filter Hypothesis,this research uses questionnaire,writing test,interview to study the application of Integrated Reading and Writing teaching mode on high school English writing teaching.It mainly includes two research questions:(1)What is the effect of the Integrated Reading and Writing teaching mode in alleviating students' writing anxiety?(2)What is the effect of the Integrated Reading and Writing teaching mode on high school English writing performance?This research selects 120 senior high school students from Q Country No.1 Middle School as participates.One is set as an experimental class and the other is selected as a control class.The control class uses the traditional writing teaching method,while the experimental class adopts Integrated Reading and Writing teaching method,including summary writing,imitating writing,continuation writing,and etc.The research lasts for 4 months.Pretest and questionnaire are conducted in two classes before the research.At the end of the research,post-test and questionnaires are conducted,and five students are randomly selected from the experimental class for interviews.The data collected during the research is mainly analyzed by SPSS 13.0.Besides,the interview results of students are transcribed,sorted and analyzed.The research findings show that there are significant differences in English writing performance and writing anxiety between the experimental class and the control class after applying Integrated Reading and Writing teaching mode.Students'writing performance in experimental class is higher than that in control class;students'writing anxiety in experimental is lower than that in control class.In the teaching,the analysis of reading materials,the guidance of teacher and the cooperative discussion among students all provide scaffolds for students to write independently.In the process of writing,students imitate and use the language content and form of reading materials.In summary,Integrated Reading and Writing teaching mode can improve students'writing performance and reduce students' writing anxiety.In the end,this research is expected to provide a meaningful reference for English writing teaching in senior high school and provide valuable enlightenment for related research in this field.