Chapter One Introduction
1.1 Research Background
Reading and writing are two of the most important skills in EFL learning, thusbecoming significant in EFL teaching. How to teach them effectively has been a mainfocus in instructional practice. In general curriculum design, reading and writing astwo independent courses are taught respectively, aiming at reading skills and writingskills because reading is a kind of receptive skill and writing is a productive skillsomehow. Many scholars make a research on reading and writing either from theangle of separate or the overall point of view. However, two different types ofresearch are both insufficient. On the one hand, Reading and writing, like two sides ofthe coin, are cognitive intellectual process, so they are related closely. Reading is theprocess in charge of extracting information from the text, in contrast with reading,writing is a process of constructing, which is utilized as a means through whichwriters can clarify, analyze and integrate their own thoughts and knowledge to acertain topic. In a word, it is insufficient for reading and writing to be studiedseparately. On the other hand, nowadays, more and more scholars begin to pay muchattention to the combination of reading and writing. Unfortunately, they mainly focuson one-direction research, such as reading-to-writing approach, writing by reading,improving writing through reading. There is little two-direction research which meansreading can promote writing, and in the same way writing also can have a goodinfluence on reading. Hence, on the basis of predecessors’ research, the author istrying to establish the reading-writing integration mode with long-term effectivenessfrom the overall view and prove the process of the reading-writing integration modein order to come up with an effective teaching plan for EFL reading and writing.
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1.2 Research Objectives
Krashen’s (25) input hypothesis proposes that comprehensible input is animportant condition for language acquisition, and input language which could beslightly higher than the level of language learners is preferred. Meanwhile,acknowledging the necessity of language input, Swain (51) puts forwardcomprehensible output is the important premise for language acquisition as well. So,combination of input and output will be beneficial for second language acquisition.That being the case, Reading, the core aspect of input, and writing, the important linkof output, they can be combined as an useful way to the combination of input andoutput.Through the combination or integration of reading and writing, students’ writingability can be improved, at the same time, writing, in return, continuously consolidateand internalize knowledge of English, and promote the improvement of Englishreading ability. Thus mutual help and promotion of reading and writing could result inthe improvement of students’integrated English skills, thinking ability and humanisticquality.In terms of the reading-writing integration teaching, how to integrate reading andwriting appropriately was still a big problem needing further exploring. In otherwords, that was how to integrate. On one hand, writing tasks are supposed to share thesame topic as reading materials. That is, what you have read is what you are about towrite. On the other hand, reading skills learnt from the reading materials are closelylinked with the wring skills applied in compositions, ，英语毕业论文，英语论文
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