An Empirical Study On Reading-writing Integration Teaching To Englishmajor’s Writing Competence

English writing is regarded as one of the four basic skills in English learning. As one of the essential language skills, writing is playing a crucial role in English teaching. However, for quite a long time, writing learning and teaching has been a big problem for English teachers as well as students in china. Many scholars and English educators make a research on how to improve the efficiency of English writing teaching, and they offer some excellent proposals.. But a mixture of reading and writing to explore how to improve English writing ability is still far from enough. In this paper, combination of Krashen’s Input Hypothesis, Swain’s Output Hypothesis and cognitive linguistics, the author proposes an integrated model---- NIPIOM as its theoretical base. In the meanwhile, the reading-writing integration mode aiming at English majors’ is put forward for one semester’s teaching research based on NIPIOM.Krashen’s Input Hypothesis emphasizes that comprehensible input plays an important role in language acquisition, but neglects the function of output in language learning; According to Swain, output may serve as an effective way to cause noticing, enhance fluency, test hypothesis. It is a useful means for input and output to be integrated in language learning and teaching. Input can ensure learning; output reinforces learning and makes learning more effective. Reading can be considered as a kind of input activity and writing is as output activity. The integration of reading and writing can effectively improve the students’ ability of reading and writing mutually.In order to testify the effect of this teaching mode, the author carries out the experiment in two parallel classes. One is established to be the experimental class which adopts the reading-writing integration mode; the other is established to be the control class which uses the traditional approach to teach writing. Pre-test, post-test and questionnaire will be applied in this experiment. All the data will be analyzed with SPSS. The result proves that reading-writing integration mode not only can improve students’ writing competence, but also be more efficient than the traditional writing teaching.At last, the author proposes that there still exist shortcomings in this study and some suggestions are made for further research.