An Empirical Study On The Application Of Integration Of Reading-Writing Teaching Approach To English Writing Teaching In Senior High School

English writing is an intellectual activity process.It embodies the students’ ability to recreate the English language knowledge they have learned and show their language output ability.The English Curriculum Standard for Senior High School(2017)puts forward higher requirements for high school students’ English writing ability.But in general curriculum assignments,reading and writing as two independent courses are taught respectively.This research attempts to integrate English reading and writing in teaching,hoping to improve students’ English writing skills while changing their attitudes towards English writing,and at the same time,hopes to stimulate their extracurricular reading interests.This study attempts to find out answers to the following questions:Question 1: To what extent does the Integration of Reading-Writing teaching approach improve the writing achievement of senior high school students?Question 2: To what extent does the Integration of Reading-Writing teaching approach influence the attitude towards the writing of senior high school students?Question 3: To what extent does the Integration of Reading-Writing teaching approach stimulate the extracurricular reading interests of senior high school students?In order to verify the effectiveness of this teaching approach,the researcher conducted empirical study in two parallel classes in the First Grade where the researcher teaches.The experiment lasted from March 2020 to June 2020.Before the experiment,the researcher confirmed the English writing level and writing attitude of two classes through pre-test and pre-questionnaire.In the experimental class,the Integration of Reading-Writing teaching approach was adopted.In the control class,the researcher still used the traditional teaching model.After the experiment,researcher conducted post-test and post-questionnaire in the two classes,and conducted interview in the experimental class.Then,the researcher used SPSS19.0 to statistically analyze the scores,and qualitatively analyze the interview after the experiment,then obtained the results of the experiment.The results show that the Integration of Reading-Writing teaching approach improved the English writing achievement of high school students to a certain extent,changed the students’ attitude towards English writing to a certain extent,and stimulated students’ interest in English extracurricular reading.