摘要:Using foreign language, particularly English, to write argumentative essays orother kinds of articles is an essential skill for every college student. Therefore,English writing is of great importance.
....41
3.3.4 Questionnaire ....41
3.3.5 Interview .....42
3.4 Procedures.......42
3.4.1 Pre-experiment........43
3.4.2 While-experiment .........43
3.4.3 Post-experiment ......45
3.5 Teaching exprement in EG......45
3.6 Data collection and processing .....55
3.7 Summary .........55
Chapter 4 Results and Discussions.........56
4.1 Results and discussions of the tests ....56
4.1.1 Inter-group compairison......56
4.1.2 Inner-group compairsion.....58
4.1.3 Discussions of the results....62
4.2 Results and discussions of the questionnaire ........63
4.3 Results and discussions of the interview ........67
4.4 Summary .........71
Chapter 5 Conclusion ......72
5.1 Major findings of the study.....72
5.2 Implications of the study.........73
5.3 Limitations of the study ....74
5.4 Recommendations for future study.....74
5.5 Summary .........75
Chapter 4 Results and Discussion
4.1 Results and discussions of the tests
To test whether there are significant differences form the aspects of content,organization, and language of pretest and posttest between EG and CG, independentsample test is designed for comparison. To explore whether there are significantdifferences from the aspects of content, organization, and language between pretestand posttest for EG, CG, and three different groups, paired sample test is designed forcomparison.4.1.1 Inter-group comparison(1) Comparison between EG pretest and CG pretestWith respect to content, as shown in Table 4.1, the mean score for EG (N = 42)pretest (Mean = 22.07) is higher than CG (N = 43) pretest (Mean = 21.14). Regardingthe aspect of organization, the mean score for CG (N = 43) pretest (Mean = 13.16) islower than EG (N = 42) pretest (Mean = 14.19). As to language aspect, the meanscore for EG (N = 42) pretest (Mean = 14.17) is higher than CG (N = 43) pretestMean = (12.91). However, it can’t be concluded that the two groups differsignificantly regarding writing achievements at the beginning of the semester. Table4.2 presents the result of independent sample test, which reveals that the two groupsdon’t differ significantly with respect to content (sig = .213 > 0.05, two-tailed),organization (sig = .120 > 0.05 , two-tailed), language (sig = .173 > 0.05, two-tailed). Namely, it supports that the two groups are at the roughly same level. If there areexisting significant differences in the coming analysis, the author believes that it canbe owed to, to a great extent, the experimental effects.
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Conclusion
This paper has discussed an alternative approach to college English writingteaching: the schema approach assisted by COCA and CEAWSE. The purpose of theresearch is to explore the feasibility and effects of the new teaching approach. Asexpected, several essential findings of the research emerge from the results anddiscussion.First of all, the schema approach to the teaching of college English writingassisted by corpus has positive effects on students’ English writing proficiency fromthe aspects of organization, content, and language. The experimental group makesmore significantly progress than the control group.Secondly, the schema approach to the teaching of college English writingassisted by corpus has different effects on different level groups (the high score group,
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