A Study On The Integration Of Reading And Writing In Senior High School English Teaching

As developing students' reading and writing abilities is among the key teaching objectives of senior high school English teaching,reading and writing are two important teaching processes that need to be treated carefully.Traditional English teaching tends to separate the two closely related processes into isolated ones,which makes it difficult for students to develop the two abilities.In order to help students overcome the difficulties and improve their reading and writing abilities,the thesis,based on related theories of reading and writing,as well as practical experience,focuses on exploring a teaching model that integrates reading and teaching into one,and analyzing its feasibility in senior high school English teaching.Based on the Input Hypothesis by Stephen Krashen,the Output Hypothesis by Merrill Swain and Schema Theory,as well as other domestic and overseas literature,the author adopted an integrated teaching model of reading and writing in the teaching process in Grade one of a senior high school.The integrated teaching model of reading and writing can be divided into two patterns,namely,reading-writing-reading pattern and writing-reading-writing pattern.While reading,students can get to know the organization of articles,appreciate language points and structures of the passages that can be used in their compositions and enjoy interesting stories,have a good understanding of how and why the articles are composed in certain ways,so that they can form their own writing styles by imitating.While writing,students can internalize the materials they have read and become more interested in reading.In short,both patterns are beneficial for students to improve their reading and writing abilities.Two parallel classes of the same grade were selected to conduct a comparative teaching experiment,with the experimental class adopting an integrated teaching method of reading and writing,while the control class following the traditional English teaching method.By having pre-tests and post-tests for the two classes and analyzing the data collected from the experiment,we found that the experimental class with integrated teaching of reading and writing made a significant improvement in their performances.Through further analyses of the data,the following conclusions are drawn:(1)through reading,students of the experimental class learn more about the organizations of thearticles,and have accumulated more words and sentence patterns,which has laid good foundations for their writing.That is,those students have improved their writing abilities through reading;(2)through writing,students from the experimental class have also improved their reading abilities;(3)the integrated teaching of reading and writing is much more effective in improving students' reading and writing abilities than traditional English teaching.