英语论文网

esearches on English Writing Abroad and at Home
Many genres of writing practices were produced in modern times. Many experts and scholars in thisfield made a great exploration for pattern and method of English writing. Here are the examples:In China, product approach appeared before 1960s, has a long-term use in traditional writing approach.It mainly analyzes some questions such as rhetoric, syntax rules, development of essay and writing skills,and puts forward the methods to improve student’s writing ability progressively (Grabe & Kaplan, 1996).Product approach is based on structural linguistics and behavioristic theory, but structural linguistics isemphasizing forming rather than semanteme (He Guangkeng, 2002). Behavioristic psychology stressstimulation, response, reinforcement and form a habit (Lv Lianghuan, 2003), and teaching process is acourse that teacher gives stimulus and students make response. The whole process of writing is controlledby teacher and based on the structure of sentences that emphasize the imitation of input information.Product Approach, as a traditional writing teaching method, has its own merits and demerits. It can reducethe influence of mother language posing on the English writing ability to some extent through imitating;besides, the writing class is easier to control since the class activities are easy-performing. In terms of thedemerits, this method pays less attention to the writing procedure as well as the overall frame, which mayexert little influence on cultivating the writing ability.
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2.2 Researches on Application of Intensive Reading-and-writing Abroad and at Home
Application of intensive reading-and-writing is a teaching idea that it will transform and promotereading to writing. It is necessary to understand roundly that the teaching of intensive reading-and-writingstrategy and some other relevant theory will enhance intensive reading-and-writing effectively.In the early 1980s, the linguistic researchers have already paid more attention to relationship betweenreading and writing. Kucer (1987) pointed out that reading and writing actually have four conjunctcognitive basics: 1) readers and writers are both put into use the prior background knowledge to establishmeaning of the reading materials; 2) the available information of written language is input into the database from which the readers gain information while establishing reading materials; 3) the same procedure isadopted by readers and writers when converting the prior background knowledge into the reading materials;4) readers and writers have the same capabilities when they reestablish reading materials.
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Chapter Three Theoretical Framework............ 14
3.1 Krashen’s Narrow Reading Theory.........14
3.2 Krashen’s Input Hypothesis...........15
3.3 Swain’s Output Hypothesis........... 15
3.4 Interactive Alignment Theory........16
Chapter Four Research Methodology..... 18
4.1 Research Questions....18
4.2 Subjects............18
4.3 Instruments.......18
4.3.1 Tests...... 18
4.3.2 Analytic Rating Criterion............. 19
4.4 Teaching Materials.....19
4.5 Procedures of Experiment............. 19
4.6 Data Collection.......... 26
Chapter Five Results and Discussion.......27
5.1 Results and Discussion of Students’Writing Achievements...........27
5.2 Results and