A Study of Reading Input and Writing Output with Regard to Nominal Groups in Senior Middle School, China
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Abstract
The main aim of this research is to identify the potential influences of reading texts in textbooks on students’ writing in senior middle school, China. English reading passages are chosen from the textbooks for senior middle school. And journals referred to English are randomly selected from the students in senior middle school as well. Data analysis is based on functional grammar (Halliday, 1998). The similar categories or complexity of nominal groups used in students’ journal and guided writing are considered as the possible effect of reading text that might have on students’ writing. The findings show that although there are not as many categories of nominal groups in reading texts used in students’ writing, some similarities of nominal groups appeared. It is found that this study yields a more precise picture of lexico-grammatical features in terms of nominal groups in reading affecting EFL learners’ writing with senior middle school students in China. It is also found that the study can help to develop students’ reading and writing in English language teaching.
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