A Study On Effects Of Application Of Intensive Reading-and-Writing On Non-English Majors’ Writing Achievements

As one of the basic skills of English language learning, writing can reflect learners’ language correctly.The study of this field has widely caught the eyes of teachers and students. The aim of writing is trying to cultivate students’ ability of comprehensive application by using language knowledge in the English learning process. Besides, writing is an indispensable part of language learning. In China, however, the teaching of English learning skills exist unsatisfactory result. The researcher found that writing is a weakness for most of students. Although a great number of teachers have done lots of efforts already, the consequence is not satisfactory. Furthermore, students’ writing abilities have not been reached to the criteria of the syllabus. Hence, it has been a hot topic on how to improve students’ writing ability.In recent years, the researches on reading-to-write have been paid more attention by the teachers and students. But lots of researches were just requiring students to write a composition after reading one relative passage. There were no summarizing and concluding systematically. It will lead a consequence that students do not know how to write composition at all. This research aims to the problem of college students’ English writing, using application of intensive reading-and-writing to practice writing ability.Students were asked to read a mass of reading materials in a short time, and wrote Students’ Journal timely.Meanwhile, students were required to write a composition of same topics based on what they summarized.The theoretical framework of this research were based on Krashen’s narrow reading theory, Krashen’s input hypothesis, Swain’s output hypothesis and interactive alignment theory. The research try to discuss whether the application of intensive reading-and-writing effects non-English major students’ writing ability.The subjects are selected 80 non-English major freshmen in two naturally occurring classes of Northwest Normal University. One class are treated as the experimental class and the other one are the control class. There are 40 students in the experimental class(EC=40) and 40 students in the control class(CC=40). The length of study is 6 weeks. During the whole study, there are two tests for students – pre-test and post-test. After the data is collected, the researcher will use SPSS17.0 to analyze. The results show that:the application of intensive reading-and-writing can improve students’ English writing ability. Furthermore,the part of language improves markedly in the experimental class.Consequently, this study concludes that application of intensive reading-and-writing can improve non-English major students’ writing ability. What’s more, students’ language using improves obviously.After 6 weeks’ practice, students in the experimental class use words in their composition more accuratelyand the content of their composition more abundantly. Due to the limitation of time and researcher’s experience, this study still needs further discuss and research to verify.