An Empirical Study On The Reading-writing Integrated Training Method In English Class Of Senior High School

With the college entrance examination’s reformation, English as an important subject has also made a corresponding change. More attention is being paid to the practical ability,especially scores of reading and writing are increased, while most teachers still attach importance to vocabulary and grammar learning but ignore the training of reading and writing in English classroom teaching. Consequently, students may lose their confidence and motivation. Therefore it is imperative to explore an effective and practicable method.This paper utilizes the Krashen’s comprehensible input hypothesis and Swain’s comprehensible output hypothesis as the theoretical support, and combines some previous studies abroad and at home in this domain so as to explain the necessity and practicability of the reading-writing integrated training method. This paper focus on the following three questions:(1) Can the reading-writing integrated training method increase the students’ interest in English reading and writing?(2) Can the reading and writing integrated training method improve the students’ achievements of reading and writing?(3) Is there any difference of strategy use between high-score group and low-score group in the experimental class in the process of reading-writing integrated training? Two English classes of Grade Two took part in this experiment. 107 students in the two classes in total,Class One(53 students) was selected as the experimental class and Class Two(54 students)was selected as the controlled class. The experiment lasted for four months. During the experiment, Class One used the integrated training method and Class Two was still taught by traditional way.By analysis of tests and questionnaires, it could be found that the reading-writing integrated training method were useful for improving the students’ reading and writing interest and their achievement. Meanwhile, there was a big difference in the use of learning strategies between high-score group and low-score group in EC. Specifically, compared with low-score group, the high group students showed obvious difference in aspects of self-learning methods in reading and writing, participation in classroom activities and self-evaluation. The results can provide some relevant reference to teachers’ further instruction and students’ effective learning. However, some limitations also existed which were caused by various factors. All in all, it is hoped that this thesis can arouse more researches in the field of English reading and writing’s teaching.