英语论文网

be the results of theinterference of the first language.Charles Fries (1945) believes that language is a language, so it should be primary. As towriting, if viewed from the perspective of behavioral psychology，it is secondary, since itsrole is to strengthen the language.

Chapter Three Theoretical Framework............... 20-26
    3.1 Comprehensible Input Hypothesis...............  20-21
    3.2 The Output Hypothesis ............... 21-24
    3.3 Output-driven Hypothesis...............  24
    3.4 Summary ............... 24-26
Chapter Four Methodology...............  26-37
    4.1 Research Question ............... 27-28
    4.2 Subjects ............... 28-29
    4.3 Instruments...............  29-31
    4.4 Procedure of the Treatment ............... 31-32
    4.5 Data Analysis and Discussion...............  32-37
Chapter Five Applications to EFL Teaching Writing............... 37-45
    5.1 Comprehensive Input ............... 37-38
    5.2 Output-driven Activities...............  38-41
    5.3 Feedback...............  41-43

Conclusion

In the presentation part of the data analysis of the results of the questionnaires andwriting tests, the research questions put forward in the methodology chapter are offered withclear answers and evidence. At the same time，the hypothesis of the research has been deeplyexamined and verified.First learners know clearly and consciously about the difficulties they haveencountered in the process of EFL writing, such as vocabulary, sentence structure, grammar,opening, conception, and these difficulties take up the major obstacles that hinder theimprovement of college students' writing abilities.Second, as language learner eagerly need and require the teachers" help, suggestionsand feedback，what the teachers should do is just knowing the learners" authentic need andprovide enough and necessary feedback to their achievement of the writing tasks.
In addition, a majority of the subjects in the experimental group benefit from and havegreat favor of the output-driven-reflection-feedback method, in which the subjects of theexperimental group are driven to produce output, assisted by the teachers feedback, andpushed to re-output by teachers' feedback and self-reflection. By doing so, the opportunityfor the subjects to improve their abilities in EFL writing has been greatly and significantlyincreased.

Bibliography
[1] Ellis, R. 1994. The Study of Second Language www.51lunwen.org/daxueyingyu/ Acquisition. Oxford: Oxford UniversityPress.
[2] Kaplan, R. 1967. Contrastive Rhetoric and the Teaching of Composition[J]. TESOLQuarterly, 1，10-16.
[3] Krashen, S. 1982. Principles and Practice in Second Language Acquisition. Oxford:Pergamon Press.
[4] Krashen, S. 1985. The Input Hypothesis: Issues and Implications. London: Longman.
[5] Silva，T. 1993. Second Language Composition Instruction: Developments, Issues, andDirections in ESL[C]. In K. Babara (Ed.). Second Language Writing. Cambridge:Cambridge University Press. 11-23.
[6] Spencer, 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。