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s believe that with writing autonomy, not only could the learners improve their writingability, but they could also yield twice the result with half the effort in other respects oflanguage learning, which is called ‘write to learn’ approach. As writing in English learningamong Chinese students is rather poor nowadays, to cultivate students’ writing autonomy topromote their English writing abilities has become a tendency in various researches of effectiveEnglish writing pedagogy. In terms of feasible ways to cultivate students’ writing autonomy,the author assumes that the Length Approach (LA) proposed by Wang Chuming et al in 2000is a positive model.As for LA advocated by Professor Wang Chuming, writing is not merely a goal to beachieved, but to a large degree a tool to facilitate language learning. As an individual action,writing long compositions helps to internalize what has been learned and stimulates furthertarget language input without affecting poor learners’ ‘self-concept’, thus it can lessen thelearning stress, protect the self-esteem, causing no negative feelings towards learning the targetlanguage. In other words, LA, as has been noted above, can open up students’ affectivechannels of target language writing such as attitudes, motivations, confidence, and self-esteem.Besides, teachers applying this approach try to design interesting and provoking writing tasks,reform the traditional uation of correcting mistakes, highlight the students’ strong points intheir target language writing, and pay more attention to the length, thinking and wholediscourse of the writing. As a result, learners improve their target language mastery and writingautonomy gradually with more and more active practice; at the same time, they could get rid ofthe negative transfer  their mother tongue gradually with correspondingly more input ofthe target language, which can further strengthen their self-confidence in the target languagelearning.Furthermore, by giving students more responsibility for their own target language writingdevelopment, LA is inviting the learners to become more autonomous, that is, to diagnosesome of their writing strengths and weaknesses, to make plans, to  writing materials, toself-direct or monitor the process of target language writing, regulate writing strategies anduate the writing results. To put it another way, learners are being encouraged to learn howto input the target language and how to put the input knowledge  practical output actively.In order to test the effectiveness of LA, the author presents this thesis —‘An EmpiricalStudy on the Application of the Length Approach to Foster College Students’ English WritingAutonomy ’.

　　
　　1.3 Methodology of the study研究方法论
　　Since the author assumes that LA is an effective model for cultivating students’ writingautonomy, an empirical study will have to be conducted to testify the hypotheses. According tothe plan, the study will be conducted among the non-English major sophomores for eighteenweeks in Shanxi Medical University, where the author works as an English assistant teacher.With one natural class as the experimental group receiving LA training, and the other asthe control group with the traditional product approach to teach English writing, the Englishproficiency levels of the two groups are equal, which is measured by a T-test on their Englishproficiency test scores of the previous semester.Before the experiment, both groups wi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。