摘 要
随着中小学教育改革的不断发展，英语教学改革也不断地深入。写作是英语教学的重要部分，也是培养学生们英语学习综合能力的体现。然而，在实际教学中，教师对培养初中学生英语写作能力不够重视，因而直接导致了学生英语运用能力较差，所以提高学生的英语表达能力是一个亟待解决的问题。针对这一问题，笔者认为，要想提高学生的写作表达能力，根本的出路就在于强调英语的使用，训练学生如何正确地使用英语。在英语学习中，说与写都都属于产出性的技巧，把说和写结合起来训练学生的写作过程，事实上就是提高产出性技巧的过程。因此，笔者在此项教学实验中，没有按照一般传统教学模式下的把写作孤立起来，而是先从说入手，以说促写，从而达到写作能力提高的目的。
关键词：写作；口语；结合；提高
ABSTRACT
With the growing development of education reform at primary and middle school, the teaching education in English has also developed in depth. Writing is an important part of English teaching, it can also reflect students’ comprehensive ability to learn English. However, in the process of English teaching, teachers pay little attention to Junior Middle School students’ writing ability, which has a direct influence on students’ ability to use English. Therefore, how to improve students’ ability to express English is becoming an increasingly important issue. In this context, the author of the thesis thinks that the fundamental way to improve students’ writing ability is to emphasize the use of English and do teachers’ best to train students to improve English level by using English. In English learning, both speaking and writing belong to productive skills. The process of combining speaking and writing as a way to improve writing skills is actually a process to improve the productive skills. Therefore, in the teaching experiment, in contrast with the traditional way of teaching English writing, the author does not separate writing from other English skills, rather, the author combines speaking and writing. The author thinks that writing can start from speaking and speaking can promote writing, thus it can improve writing ability.
Key words：writing; speaking; combine; improve
Contents
1. Introduction 1
2. Literature Review 2
2.1 The present situation of English writing teaching in China 2
2.2 The New Curriculum Standard 3
2.3 The definition and the nature of speaking 4
2.4 The definition and the nature of writing 4
2.5 The standards of a good writing 5
2.6 Previous studies of the combination of writing and speaking 5
2.7 Summary 6
3. Research Methodology 8
3.1 Objective of the research 8
3.2 Hypothesis 8
3.3 The experiment 8
3.3.1 Subjects 8
3.3.2 Research instruments 9
3.3.3 Procedure 9
3.4 Summary of the practice 11
4. Results and Discussion 12
4.1 Analysis of the pre-test writing level of students 13
4.2 Analysis of the post-test writing level of students 13
4.3 Analysis of the pre-questionnaire 14
4.4 Analysis of the post-questionnaire 15
5. Conclusion 17
Acknowledagements 19
References 20
Appendix I 21
Appendix II 21
Appendix III 22
Appendix IV 23
