Reading-Input and Writing-Output with regard to Nominal Groups

Abstract

The main aim of this research is to identify the potential influences of reading texts in textbooks on university students’ writing, China. English reading passages are chosen from the textbook for sophomore, and journals are randomly selected from the target students 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 in terms of nominal groups appeared. It is hoped that this study will yield a more precise picture of a potential link between the lexico-grammatical features in particular the use of nominal groups in reading affecting EFL learners’ writing. And it is also hoped that the study can help to develop students’ reading and writing in English language teaching.