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.... 28-32
        3.1.1 Krashen’s Input Hypothesis.......... 28-29
        3.1.2 Swain’s Output Hypothesis.......... 29-30
        3.1.3 Schema Theory.......... 30-32
    3.2 The importance of balance of input..........32-33
    3.3 The importance of applying schema..........33-35
    3.4 Teaching strategies base.......... 35-41
Chapter Four Experiment Design.......... 41-55
    4.1 Research questions.......... 41
    4.2. Subjects.......... 41-42
    4.3 Teaching Resources ..........42-44
    4.4 Treatment.......... 44
    4.5 Experimental Instrument.......... 44-46
        4.5.1 Pretest..........44-45
        4.5.2 Posttest..........45
        4.5.3 The questionnaire..........45-46
    4.6 Experimental procedure.......... 46-54
    4.7 Data collection ..........54-55
Chapter Five Results and Discussion.......... 55-64
    5.1 Data analysis.......... 55-64

Conclusion

Teacher feedback is still necessary in reading-to-write approach. In this paper, thoughthe author lays less attention to the comments on the composition, it doesn’t mean that it is asection can be neglected. Teacher feedback is a sort of a personalized dialogue between thereaders and writers. It is also the bridge of communication to encourage students to thinkrather than to obey orders. However, we have to admit that we are captious to the students’grammar mistakes. We are too concentrated on the content and organization of thecompositions to give consideration to the emotion. So failure to give clear and direct feedbackand instruction has been a new dilemma to English teachers. Students may be led to believethat their instructors are incompetent or lazy. So teachers should make suitable comments, andtry to balance positive and negative comments.
Like other studies, there are some limitations in this study. Firstly, the sample of subjectsis not large enough. There are only 90 students selected as sample, the number is not large enough, so the result may be limited to a certain degree and can’t be representative. Therefore,if the sample is larger, the results would be much more convince and have more wideinfluence on application. Secondly, the time of the study lasted only 8 weeks, the subjects areall from Grade 9 students, they will finish junior high school study, so the experiment time islimited. Obviously, short-term training is not enough. If we want to raise students’ abstractthinking to a higher level, we need to adopt reading based writing for a longer time. Theresults might have been more persuasive if the duration had been extended.Writing is a complicated psychological process. The training and cultivation of thewriting skill is mainly realized by writing practice. What we know about it is quite limited. Somy study in writing classes is just a beginning. The field of writing research is boundless. Iwill continue my research in my teaching practice with continuous studying of linguistictheory in o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。