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- ISSN: 2382-6282 (Print); 2972-3108 (Online)
- Abbreviated Title: Int. J. Lang. Lit. Linguist.
- Frequency: Bimonthly
- DOI: 10.18178/IJLLL
- APC: 500 USD
- Editor-in-Chief: Dr. Jason Miin-Hwa Lim
- Managing Editor: Shira.W.Lu
- Indexed by: CNKI, Google Scholar, Crossref,
- E-mail: ijlll_Editor@126.com
IJLLL 2024 Vol.10(4): 359-362
DOI: 10.18178/IJLLL.2024.10.4.543
DOI: 10.18178/IJLLL.2024.10.4.543
A Study on the Reading-Writing Combined English Instruction in Junior High School Based on Thematic Contexts
Danxia Yu
Foreign Language Department, Zhejiang Normal University, Jinhua, China
Email: 15757862673@163.com
Email: 15757862673@163.com
Manuscript received March 5, 2024; revised March 28, 2024; accepted April 9, 2024; published August 20, 2024
Abstract—Context is an effective way for students to master English and a crucial method to stimulate their interest in learning. This paper tries to explore a teaching strategy that combines reading and writing in English based on thematic contexts through practical teaching cases. The first step is to activate students’ background information by creating thematic contexts; the second step is to integrate necessary textual information for writing around thematic contexts; the next step is to explore thematic contexts to broaden students’ reading perspectives and overcome their limitations in thinking; the last step is to apply thematic contexts to improve the comprehensive use of reading and writing skills. The reading-writing combined English instruction based on thematic contexts can achieve the goal of coordinated and high-quality development of students’ English reading and writing abilities.
Keywords—reading-writing combined English instruction, thematic contexts, reading for writing
Keywords—reading-writing combined English instruction, thematic contexts, reading for writing
Cite:Danxia Yu, "A Study on the Reading-Writing Combined English Instruction in Junior High School Based on Thematic Contexts," International Journal of Languages, Literature and Linguistics, vol. 10, no. 4, pp. 359-362, 2024.