英语论文网

he  process  of  writing,  students  will  experience  several  stages  such  as  pre-writing preparation, first drafting, feedback, revising and final drafting. By repeating this series of writing activities, students can learn to write through writing, which is advocated by the theory of Process Approach.    Therefore,  the  reminder  of  this  part  will  be  concerned  primarily  with  the introduction of the Noticing Hypothesis and the Process Approach.

2.1 Noticing Hypothesis 
In  the  1980s,  the  unconscious  process  of  learning  was  the  leading  doctrine  of second  language  acquisition.  These  advocators  firmly  believed  that  language  learning took  place  only  at  the  unconscious  level  (Seliger,  1983).  However,  two  case  studies carried out by Richard Schmidt led him to question those assumptions. One of the case studies  was  about  an  adult  Japanese  naturalistic  learner  of  English  called  “Wes” (Schmidt, 1983, 1984) and the other case study is about his own learning experience of Portuguese in Brazil (Schmidt & Frota, 1986). Both of the two case studies claimed that if  input  was  to  become  intake,  learners  must  notice  linguistic  features  of  the  input (Schmidt,  2010).  The  Noticing  Hypothesis  was  first  proposed  by  Schmidt  in  1990.  In his  study,  he  proposed  the  hypothesis  that  the  input  can  be  changed  into  intake  for language  learning  only  when  it  was  noticed  (Schmidt,  1990,  2001)  and  that  “intake  is the part of the input which the learner notices” (Schmidt, 1990: 139). This theory gives great priority to the role of noticing in second language acquisition.   
.........

2.2 Process Approach
For a long time, the Product Approach is the dominant approach used in the writing class, which is on the basis of the behaviorism and structural linguistics. This approach emphasizes  the  final  writing  products  instead  of  the  writing  process.  It  promotes teachers and students to lay emphasis on writing accuracy in terms of grammatical rules on  the  linguistic  level  while  ignoring  the  students’  subjective  initiative  and  interaction with others in the writing process. This leads to the lack of motivation and poor writing skills  of  students.  Guided  by  the  Product  Approach,  the  whole  writing  process  is controlled by the teacher while students are passive receivers. In order to overcome the weaknesses of the Product Approach, a new approach is expected.   In  1970s,  Wallace  Douglas,  a  professor  of  Northwestern  University,  first  put forward  the &n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。