英语论文网

proposed that writing teaching methodology should be improvedto utilize the works of advanced teaching methods abroad. Aiming at Process Writing Approach,some researchers verify this approach whether is applicable in Chinese students thoughexperiments. And the writing process includes three stages: prewriting, writing and revising.Wu &Zhang(2000) claim that Process Writing Approach especially prewriting is available andthey advise to combine the Product Approach and Process Writing Approach in English writingclass. Jia(1998) thinks Process Writing Approach should be adopted opportunely and moderately,and he points out that the improvement of teacher’s written corrective feedback is the core toachieve Process Writing Approach. Therefore he proposes Principle 3-E including engagingstudent’s ideas of feedback consciously, ensuring students’ positive attitude and expanding writingskills.
........

Chapter Ⅲ Methodology.......21
3.1 Research design.......21
3.1.1 Research questions.........21
3.1.2 Subjects........ 21
3.1.3 Instruments............22
3.2 Research procedures.........23
3.3 Data collection and analysis......26Chapter Ⅳ Results and Discussion.........28
4.1 The effect of the Direct WCF on different .... 28
4.2 different students’ writing grammatical competence.......30
4.3 The effect of two types of focused WCF.... 32
4.3.1 Comparison of post-test among Class A, B on high-level students...... 32
4.3.2 Comparison of post-test among Class A, B on low-level students....... 33
4.3.3 Discussion.... 34
4.4 Attitude towards teachers’ WCF........ 34
Chapter Ⅴ Conclusion..........40
5.1 Major findings.........40
5.2 Implications of the study...........41
5.3 Limitations of the present study and suggestion......... 42

Chapter Ⅳ Results and Discussion

This chapter presents the results and discussion from writing tasks and the questionnaire.The data obtained from the compositions are analyzed and compared to answer the researchquestions:1)Which group of students' writing grammatical competence will be improved more byconducting focused direct WCF? 2)Which group of students' writing grammatical competence willbe improved more by conducting focused indirect WCF? 3) For these students at two differentlevels, which kind of written corrective feedback is more effective? (focused direct writtencorrective feedback or focused indirect written corrective feedback) 4) What are the students’attitude towards two types of Corrective Feedback in improving their writing?

4.1 The effect of the Direct WCF on different students’ writinggrammatical competence

This part aims to answer the first question of present study through the data analysis. Thedata from the draft of pre-test and post-test written by the subjects in Class A are logged in SPSS17.0 and then compared by using the paired sample t-test. The data from the subjects at the highlevel in English writing and from the subjects at the low level is analyzed respectively.Table 4.1 shows that pre-test is significantly different from post-test on numbers of grammarerrors(t(19)=2.29, p<0.05). Inspections of the two classes means indicate that the averagenumbers of error given by pre-test (3.95) is significantly higher than that given by post-test (2.55).The difference between the means is 1.4 points. Tha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。