Teaching Reading and Writing: Theories and Practices

Abstract

The importance of combining reading and writing has already been recognized by university language teachers. This paper addresses the theoretical basis for the combination as well as the guidance of the approaches upon second language teaching (SLT) in China. The approaches to second language acquisition (SLA) have experienced three stages: cognitive approach, socio-cultural approach, and socio-cognitive approach, and these approaches shed huge lights on teaching reading and writing in the university settings of China.