An Action Research On The Integration Of Reading And Writing In High School English Teaching Based On Discourse Analysis

National English Curriculum Standards 2020 outlines the key aspects of literacy necessary for English learning,including language competence,cultural awareness,thinking quality,and learning capacity.At the same time,the Curriculum Standards also point out that in order to effectively teach English,it is important that the curriculum content is focused on topics,text,language knowledge,culture knowledge,language ability,and learning strategies.By integrating reading and writing activities,teachers can comprehensively address the four components described in the standards,that is,context,discourse,language,and learning.Reading and writing are essential components of English language teaching that are interconnected.Through reading teaching,students can learn cognition,construction,and inference,which enables them to better understand fluent language materials.Through writing teaching,students can also express themselves towards a certain theme or topic and engage in independent thinking.Thus,it is imperative for teachers to find effective ways to improve their students’ English reading and writing abilities through a combined approach.Therefore,how to integrate reading and writing teaching in the process of reading and writing training to improve students’ English reading and writing ability has always been an important issue of concern to high school English teachers.This article delves into the effectiveness of an integrated reading and writing teaching mode in high school English writing classes,whose focus lies on how this mode impacts students’ English writing interest,confidence,and ability.To address the research questions,the author,using theoretical frameworks such as language input and output hypotheses,scaffolding analysis theory,and discourse analysis theory,draws on personal experience in English reading and writing teaching to provide insights into the methods and practices of combining reading and writing teaching effectively.To collect qualitative and quantitative data on the research,the study employed various data collection methods like questionnaire surveys,interviews,writing tests,and classroom observations,and analyzed the data using SPSS 22.0software.The action research was conducted for over four months,which could be divided into two rounds.In each round action research,four steps were mainly introduced,identifying,problems,making the action plan,implementing or adjusting the action plan,and reflection and evaluation.Before the action research,pre-test,pre-questionnaire and pre-interview were used to master the basic situation of students’ English writing learning.The teaching sequence in the first round action plan was“topic introduction-content analysis-structure analysis-language analysis-writing”.And before the second round action research,the researcher made specific adjustments and improvements to the action plan including “adding discussion” based on the outcome and reflection of the first round action.Ultimately,the main conclusion of this research is as follows.Firstly,adopting an integrated teaching approach of both reading and writing can effectively stimulate students’ enthusiasm for English writing and enhance their interest as well as motivation towards writing English.Secondly,this teaching approach can cultivate students’ ability to independently complete learning tasks and think critically,thereby boosting their confidence and self-assurance during the writing process.Finally,guided by this teaching approach,students can gradually overcome difficulties and problems in English writing,and achieve comprehensive improvement and progress in content,structure,language,thinking,and viewpoints.