A Study On The Application Of Reading-writing Integrated Teaching Method To The Writing Teaching Of Senior High School

English writing is one of the most important skills of SLA. It can fully reflect a language learner's English ability. The New Curriculum Standard(2003) has set high requirements on senior high students' writing competence. However, in fact, the writing performance of a great many students in senior high school can not meet the demands. There are several reasons accounting for the current situation, for example, students' lack of interest and confidence, teachers' inappropriate teaching method and etc. To reverse the current situation, it is urgent to attach importance to writing teaching and improve students' writing techniques as well as enhance their writing enthusiasm.Reading and writing, as two basic language skills, share the same cognitive process. They are closely connected and interacted with each other. Reading provides useful information for writing. Without a large amount of reading good writing can not be achieved and language acquisition can not be ensured. Based on Krashen's Input Hypothesis and Swain's Output Hypothesis this study integrates reading and writing, and applies reading-writing integrated teaching method to a senior high school with the purpose of answering the following questions:(1)What is the influence of reading-writing integrated teaching method on students' writing interest?(2)What is the impact of reading-writing integrated teaching method on students' writing ability, and is reflected from what aspects?(3)Whether reading-writing integrated teaching method is more effective than the traditional writing teaching method?In order to answer the above questions, the author conducted 4 months' experiment in a senior high school with questionnaire and tests as the experiment instrument. There were two classes included. One was EC interfered with reading-writing integrated teaching method. The other was CC adopting the traditional writing teaching method. When time was up, the writing performance of students in EC were examined from 5 aspects: content, organization, word, language use and mechanics. Both their overall writing scores and the performances in five dimensions prove positive results. But the improvement in the “mechanics” dimension is not significant. Besides, EC students' writing interest has been enhanced, and their writing performance is much better than that of CC.The experiment signifies that it is feasible to combine reading and writing. Reading-writing integrated teaching method is indeed effective in improving students' writing performance and enhancing their writing interest. And also it outperforms the traditional writing teaching method. However, due to restrictions of the author's theoretical competence and shortage of practical teaching ability, as well as some other objective reasons, this experiment inevitably has some limitations. Both the research sample and the experiment time are not sufficient. Further study on this method should still be continued.