读写结合法在高一英语写作教学中的运用研究

Secondly, Senior One students come from different junior schools and they have theirstereotype in learning. They think writing class in senior high school is not as interestingas before so that their writing interest is decreasing. Although they have learned somebasic sentence structures and grammar knowledge in junior high school, as a result oflacking continuously practice, their English writing is still rather poor. When they write,they just pile up single words and do translation without thinking in English, thus,causing many mistakes in their writing, such as spelling errors, sentence fragments,misuse of parts of speech, and Chinglish, such as “ I am very like English much.” “ I waswent to Beijing last week.”

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Chapter II Literature Review

2.1 Definitions of Key Terms

In this part, some key terms in the research will be defined respectively as follows.

2.1.1 Definition of reading

Reading is one of the four basic skills in language learning. According to the NewOxford Dictionary of English (2001), reading has four features. 1. Reading is the action,practice or skill of written or printed matter silently or aloud. 2. Reading is an opinionabout the meaning of a statement, set of events, etc and it is an interpretation. 3. Readingis a figure or amount shown by a meter or other measuring instrument. 4. Reading is astage of debate in parliament through which a bill must pass before it can become law.Another authoritative Longman Dictionary of Language Teaching & Applied Linguistics(2003) explains firstly, reading can be perceived, which is easy for readers to understandits contents. Secondly, the perceived process can be done silently and the understandingresults is called reading comprehension. According to the Oxford Advanced Learner’sEnglish - Chinese Dictionary (2009), reading is defined as “an act of saying a piece ofpoetry or literature that you have learned to be an audience.” In the Contemporary ChineseLanguage Dictionary, reading is defined that we read the words which are copied in ourmemory. To be an optional process, reading involved an interaction between thought andlanguage.

In summary, reading is a basic skill in language learning. According to what ismentioned above, reading plays many different roles in language learning, which mayintegrate with other language skills.

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2.2 The Interpretation of the Combination of Reading and WritingApproach

From the psychological point of view, the approach dates back to many years ago,whose principle theory is American educational psychologist Geng subell’s Cognitivestructure migration theory. According to this theory, declarative language is stored in thebrain in the form of proposition network, whose structures result in the acquisition of newknowledge. In the combination of reading and writing, students get the cognitive structureby reading and this cognitive forms a structure schema. This schema creates a mappingrelationship with writing, which later becomes wiring’s advanced organizer. Besides, theteaching method requires students to write on the basis of source text. To sum up, thecombination of reading and writing is a two-way construction, where reading is notrandom fast read ing, but a task-based reading. (Ruiz-funes, 1999)

Also, Kintsch (1998) pointed out that reading to writing method involved eitherreading to learn or reading to integrate information. They are closely connected andmutually reinforcing. R. Ellis (2000:189-217) said the more frequently the language isinput, the higher level of second language acquisition will be gained.

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