An Integration of Meaning-Focused and Form-Focused Approach in EFL Reading and Writing——a Conceptual Inquiry and Experiment

Whether to adopt the meaning-oriented or form-oriented approach in EFL teaching has been in hot academic debate in the past decades. This paper investigates the literature contribution on these two methods, attempts an integration of the two,and introduces a teaching experiment of EFL reading and writing at China Agricultural University.

指向“学-练-评”一体化的高中英语应用文写作探究——以人教版(2019)高中英语教材B1 U1 Reading for Writing为例

本文借鉴高中英语“三段七步”读思写整合教学模式,结合具体教学课例,探究高中英语应用文写作课堂“学-练-评”一体化的有效路径。课例以建议信写作为目标,通过“读”“思”“写”三个阶段的活动对建议信的文体特征进行学、练、评,从而达成知识的学习理解、应用实践和迁移创新。基于本课教学实践,本文提出以下应用文写作教学建议:精“学”范文,聚焦文本特征,确定读写目标,促进学的高效输入;“练”“评”结合,应用文体特征,落实课堂目标,实现以评促学、以评促练,从而提升学生的应用文写作能力。

Integrating Reading and Speaking with Writing in College English Teaching

Learning to write requires time and efforts. Although English writing is gaining attention and emphasis on our college syllabus, college students have made very little advancement in English writing. This is partly due to the shortcomings of traditional teaching methods. This paper suggests that two ways be adopted in order to improve students＇ writing ability： （1） integrating reading with writing; （2） integrating speaking with writing.

On the Application of Reading-to-Write Approach to English Writing Teaching in Senior Middle School

As one of the four basic skills of language teaching and an aspect of communicative competence,writing seems to be the weakest one among senior school students in China.Most of teachers have had such experiences that although we spend a lot of time marking on the students'writing,but only to find the corrections and comments ignored.The students pay little attention to responses and regard revision of their writing as a punishment.Starting from the perspectives of modern linguistic theory,the pressing demands of the new curriculum,and the practical needs of student development,the study analyses the prevalent misconceptions about writing.The author proposes an assumption of integrating the teaching materials with Reading-to-Write Approach in the senior school writing teaching.To examine the validity of the Approach,about one-year action research is carried out in an ordinary high school,adopting the methodology of literature survey,questionnaire survey,interview,testing and so on.The results of the experiment showed that the approach had a more positive impact on students'writing attitudes and habits than traditional teaching methods.This approach helped them much more in word usage,longer sentences,content,and text structure or development.Besides,the students'compe?tence of interaction and cooperation were enhanced,Therefore,the approach in writing teaching is effective.

Study on the relationship between English reading and writing

Reading and writing are input and output respectively. The relation between reading and writing is closely related. Reading is the preparation for good writing. And writing theory or law can provide readers some clues for better understanding. The relation between reading and writing can help our English teaching in and out class. Also the way of thinking influences our reading and writing.

An application of Genre-based Teaching Approaches into the teaching of English reading and writing

There are several teaching approaches being used to instruct the reading and writing teaching, such as the product approach, the process approach and the genre approach. In a long period, the product approach and the process approach dominate the field of writing teaching. With the development of genre and genre-analysis theory, we begin to realize that genre-based approach is effective in improving students ’ reading comprehension and writing. Based on the analysis of the theory and on the present situations of college English teaching and personal teaching experience, the genre-based teaching approach is introduced to the writing and reading comprehension teaching.

Source Text Borrowing in Summary of Integrated Writing

Integrated writing tasks,requiring writers to summarize source content and integrate their ideas or experience with those in the source text,are widely used in standardized tests of English proficiency.Integrated writing adds an element not found in traditional independent writing:the use of source text material.Recently,concern has been raised that over-reliance on source texts in integrated writing may lead to plagiarism as well as inaccurate assessment which calls for further investigation.Research on L2 students’writing using sources has broadened its focus from transgressive citing practices to stages of skill development in this complicated literacy,the successive challenges students face,and how instruction might be of benefit.Previous literature mainly focused on source use in academic writing and seldom considered summary writing in standardized tests,while summary strategy is particularly important in standardized tests,in which summary accounts for a significant part of the assessment criteria.Given that a series of previous literature have indicated that source text use,source texts,and prompts are associated with the quality of summary writing,this article reviews the source text borrowing in the summary of integrated writing to further explore the relationship between some variables and the quality of summary writing and therefore finds some research gaps in this field.

The Effect of Reading-based Writing On Enhancement of Senior Three Students’ Writing Ability

This paper is aimed at studying the effect of reading-based writing instruction on the improvement of senior three students’writing capability.By analyzing students’reading materials from the sample test papers,students are able to notice the distinctive characteristics of the target language ranging from words,expressions,sentence structures and paragraph structures,which is beneficial to students’writing.

＂Flipped Class Mode＂ Applied to Reading and Writing Class With WeChat APP

With the development of computer, technology way of language teaching has experienced great changes. In the past, the methods of language teaching mainly focus on the direct method, the grammar-translation, audio-lingual, the structure approach, communicative language teaching, community language learning, task-based language learning, etc. These methods start and develop with the need and application of some theories. At the present time, the computer is widely used in every field and the Internet is compulsory of daily life, especially more and more students use the WeChat APP. So the way of teaching language is changing accordingly. This paper is to analyze the new way of language teaching, the flipped class model, and how it is used with WeChat APP. The first part is the general introduction of the flipped class model, the second part is the application of the flipped class model to reading and writing classes, and the third part is the use of WeChat APP in the cell phone.

Reflections on Observing ESL Reading and Writing Course at University of Ottawa

This article is about some reflections after observing an ESL Reading and Writing Course at the University of Ottawa.Compared to the English teaching situation at my university which is facing colossal challenges of reformation, four aspects are highlighted as the enlightenments: Use the online platform as a scaffold to help students climb up English rather than an arbitrary monitor of the students' after-class English study; Reading and writing interweave, with writing taking priority to reading in Reading and Writing Course; The teacher respect students very much in class rather than behave in a ruling attitude; Grammar matters than expected.

The Study of the Effect of "The Process Writing Based on Reading-writing Portfolios" on Students'Writing Ability

In order to deal with the problem that exists in current teaching of English writing,this thesis aims to explore a new process writing approach which combines process-based approach with portfolios assessment.

读后续写训练提升英语学习效率——以Module 3 Unit 1 Reading and writing部分的教学设计为例

义务教育英语课程标准（2011年版）指出：＂高中英语课程应着重提高学生用英语获取信息、处理信息、分析和解决问题的能力;逐步培养用英语进行思维和表达的能力。＂读后续写是结合阅读理解进行练习、提高外语学习效率的好方法 （王初明,2012）。它要求教师在完成传统的语言知识与能力培养的同时,关注教学中思维能力和思维习惯的培养。在读后续写过程中,教师应鼓励学生独立思考、大胆构想,

Intertextuality Revisited:Reflections on Subject in Process,Textual Analysis and Reading/Writing Behavior in Cyberspace

Often regarded as one crucial concept in the current of poststructrualistic thought,intertextuality is influential with regard to its application in discursive perspective and literary criticism.This paper argues that the notion should also be understood in the theoretical backdrop of how the concept of subject is constructed in the 1960s.Two critics are specifically mentioned in the discussion:Julia Kristeva’s psychoanalytic understanding of the subject in process that stresses the transpositions of signs in both textual and contextual meanings complicates the once delimited register of textuality,while Roland Barthes,with his claim of the demise of the author,appeals for a reevaluation of the conventional grasp of the idea of the writer and the reader,and their relations with the text.This paper will conclude with one of the most significant derivations of intertextuality—hypertextuality.Relevant to how modern subjects in the era of digitalization read and write,this latter concept materializes,in cyberspace,the documents of printed media,and substantially demonstrates the liquification of information on the Internet.

An Innovative Teaching Approach for Decreasing Anxiety and Enhancing Performance in L2 Reading and Writing

Research has shown that L2 （second/foreign language） learners with higher anxiety tend to have weaker L2 reading and writing performance. This paper presents an innovative approach of teaching： the combination of extensive reading and writing blogs, which aims at reducing students＇ anxiety and promoting students＇ performance in L2 reading and writing. It also discusses the theoretical framework that supports the use of extensive reading and the reasons for using blogs as writing tools. Relative research on extensive reading and the use of blogs is synthesized. A design for one course that showcases the innovation is also presented. Finally, some suggestions are provided for teachers to help teachers successfully implement the innovative practices.

An Experiment on Effects of Writing by Reading among First-Year English Majors in Lanzhou University

本文章首先简单介绍了Krashen的输入假设和Swain的输出假设,然后基于这两个理论,说明读写之间的相互关系。最后用实验证明以读促写通过大量的阅读输入提高写作输出水平的方法是非常有效的。

Reading and Writing Practices： Case Studies at the Sergio Arboleda University of Colombia

This research project analyzes the reading and writing practices used in five first and second year undergraduate courses of different disciplines at a Colombian university. During one semester, we conducted polls, class observations, and interviews with teachers. The data collected contain information about the strategies that teachers use to guide, clarify, and evaluate the readings they assigned. It also informs about the ways in which teachers classify texts and participate in the process of composing, editing, and evaluating the students＇ writing. Finally, the data inform about the role that teachers assign to the practices of reading and writing in their courses. The results of the study prove that there is a misconception based on the idea that there is a unique way of understanding and practicing reading and writing in the academia, and that there is a set of unique strategies that are transferable to any discipline or field of study. The cases analyzed in this study suggest that it would be much more effective to incorporate intensive reading and writing strategies in disciplinary courses, than to concentrate on first year writing courses.

Reading-Writing Connections

Reading and writing are both processes dealingwith language. In a view of invention, lanaguage pro-vides an important foundation, language is not justthe passive copying of an extralinguistic reality,

Study on the Promotion Strategy of College Students’ Reading and Writing Ability Under the Micro Network Environment

Network media has become more and more involved in our daily life. It has become a part of modern life that cannot be stopped or rejected. Then, how to correctly face the changes in the Internet era is placed in front of everyone. Students need to “learn how to use the media to get their all-round development, effectively prevent the foreign information pollution, and actively guide students to a truly rational attitude for WeChat, blog and micro-blog”. It is a kind of media literacy being confronted with the network’s ability to consciously resist the harmful information, but also to benefit their own development and firmly grasp the information, so as to make full use of the convenience of network self promotion. “Screen reading” network plays an important role in college students’ life, and the fragmentation, the text features of the writing ability of college students also have a strong impact; this paper focuses on the influence of college students in the network reading and writing patterns on their writing ability and influence. From the perspective of media literacy education for college students, writing ability and reading ability provide a feasible way.

On How to Cultivate Listening,Writing,Speaking,and Reading Abilities in English Learning

This paper focuses on the relationships of the four basic abilities in English acquisition,namely listening,speaking,reading,and writing and puts emphasis on the discussion of how to acquire these four abilities.

Improve Writing by Combining Reading and Writing

This paper gives the reason why writing in teaching has not been improved greatly in recent years and provides someactive suggestions of improving writing teaching.