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2000, Richard Badger and Goodith White, British scholars, proposed concept of the process-genreapproach in Stirling University for the first time. The two scholars analyzed merits and demerits of theproduct approach, the process approach and the genre approach according to their own ideas about writingin the article “A process genre approach to teaching writing”. They also shared their opinions about thedevelopment of writing. They reached a decision that the three methods were complementary while theprocess-genre approach gathered all advantages of three approaches.
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Chapter 3 Theoretical Basis of the Study.......... 15
3.1 Constructivism...........15
3.1.1 The Origin and Development of Constructivism....... 15
3.1.2 Constructivism Learning Theory............15
3.1.3 Constructivism Teaching Theory............16
3.2 Input Hypothesis........18
3.3 Discourse Analysis Theory............ 20
Chapter 4 Research Methodology............23
4.1 Research Questions....23
4.2 Subjects............ 23
4.3 Research Instruments...........23
4.4 Research Procedures............24
4.5 Data Collection and Analysis.........31
Chapter 5 Results and Discussion............ 32
5.1 Analysis of Collected Data............ 32
5.2 Discussion........41

Chapter 5 Results and Discussion

In this chapter, the author will first makes a careful description about two questionnaires, and thenemploys SPSS 21.0 to test scores of pre-test and post-test. After analyzing results, the author tries to make adiscussion from the experiment. The purpose of the test tries to verify hypothesis put forward in chapter4.

5.1 Analysis of Collected data

Before the experiment, the author hands out 68 pre-questionnaires to both experimental class andcontrolled class. At last, all questionnaires are collected. The results can be shown in the table (Table 5-1).The answers are shown clearly in Table 5.1. Question 1 and 2 are about students’ attitude towardsEnglish writing. Question 1 shows that 39.71% students are annoyed at English writing and they feelnervous when they begin to compose English writing. The reason may lies in that they seldom practiceEnglish writing.However, from question 2 some students (33.82%) know that English writing plays an extremelyindispensable role in enhancing their English ability. Half of them know that they can benefit from Englishwriting teaching. Only few students (4.41%) consider that English writing teaching is unnecessary andprovide little help for them.Question 3 indicates that almost all students write an English composition about one or two monthswhich accounts for 66.18%. Some students, accounting for 5.88%, compose an English essay about one ortwo weeks. The result shows that English writing teaching is neglected during junior high school Englishteaching.Question 4 is about writing process. The above information manifests that the ratio of writing processfrom Chinese to English is 72.06%. Their writing process is to come up with Chinese first, then translatethem into English. The percentage is 10.29 for those students who draft an outline before writing. The fifthquestion shows that about half of students (42.65%) only pay attention to content during the process ofwriting. The result signifies that students are lack of sufficient English training methods and they d本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。