Research On Application Of Reading-writing Integrated Continuation Task In English Writing Teaching At Senior High School

As an important part of language output,writing plays a crucial role in high school English teaching.Meanwhile,as one of the primary language abilities,writing is also a reflection of learners’ comprehensive language application ability.The observation of classroom teaching shows that the popular method of high school English teaching is Imitation Writing.Although Imitation Writing can reduce the difficulty of students’ writing,many students often copy or copy the vocabulary,words,chapters and other knowledge of the reading class,rather than transfer and use the knowledge,so it cannot effectively improve students’ writing ability.Reading-Writing Integrated Continuation Task is a method put forward by Professor Wang Chuming in 2012.After years of research and practice,Reading-Writing Integrated Continuation Task has been developed and improved.This study applies Reading-Writing Integrated Continuation Task to high school English teaching to improve students’ writing ability.This study intends to answer the following research question:Is Reading-Writing Integrated Continuation Task better than Imitating Writing to improve high school students’ English writing ability?English writing ability is evaluated from five aspects: vocabulary,syntax,content,structure and cohesion.In this study,class(1)and class(2)of a senior high school in Hua county,Anyang city,Henan province were selected as the research objects.Among them,class(1)as the experimental class,was tought by using Reading-Writing Integrated Continuation Task in English writing teaching,class(2)as the comparative class,was tought by using Imitating Writing in English writing teaching.The researcher used questionnaire survey method,test method,experiment method synthetically and analyzed the experimental data with the help of SPSS19.0 software.The study lasted 12 weeks.The result shows that both Reading-Writing Integrated Continuation Task and Imitating Writing can improve high school students’ English writing ability,but Reading-Writing Integrated Continuation Task can improve high school students’ English writing ability better than imitating Writing,Especially in content,structure and cohesion.