The Effect Of Embedded Teaching Model On Senior High School English Rhetoric Writing

American linguist Krashen puts forward the Input Hypothesis which regards comprehensible input as an important role in foreign language acquisition.Reading is a comprehensive input.Comprehensible reading will improve students' writing ability.China is lack of English listening and speaking conditions while has lots of opportunities to read and write.So recently,read-to-write has been recommended by experts and teachers.Many studies have shown that reading will improve writing ability in lexicon,syntax,structure and content.But there is little study about rhetoric ability in writing.Embedded Teaching Model is put forward in this thesis which tends to optimize read-to-write teaching mode.An experiment is carried out between two senior high school classes in Fuqing,Fuzhou.The experiment aims to find out whether adequate comprehensible input containing rhetoric will improve rhetoric ability in writing.The result shows that students' rhetoric ability in writing will be improved if they are given adequate comprehensible input containing rhetoric.But the improvement is slight and not every student can use figures of speech in their writing.In addition,the cause of the inadequacy of rhetoric-adoption in senior high school students' writing and pedagogical implications of Embedded Teaching Model are also discussed in this thesis.