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ch students can overcome the negative transfer of mothertongue. Specifically speaking, the author holds that the theory of recitation input isbased on Krashen’s language input theory. Students can not only have the chance tospeak target language, which can deepen their understanding and help themaccumulate language knowledge, but also learn how to express their thoughts inEnglish and get rid of the negative influence of mother tongue by recitation. Therefore,their English competence can be improved in the process of recitation.
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2.2 Related Theories of Recitation and Retelling
This part mainly talks about the three theories related to text recitation andretelling. There are Input Hypothesis Theory, Output Hypothesis Theory andConstructivism. This study is mainly based on these three theories. The author willdescribe them in the following sections.The input hypothesis points out that people can acquire one language byunderstanding information or acquiring comprehensible language input. Krashenthinks that comprehensible input plays a central role in second language acquisition.Learners acquire one language by obeying the natural order and understanding thestructure of next learning period. The difficulty of the input language should be a littlehigher than learners’ existing ability. That is to say, if learners’ existing ability were“i”, the language input should be a little higher—“i+1”. “1” means the languagewhich is higher than learners’ existing ability. If learners knew more “i+1” languagein the process of acquisition, they would understand the information, at the same time,they would acquire new language knowledge unconsciously. He still thinks thatlanguage acquisition device not only plays a role in first language acquisition, but alsoplays a role in second language acquisition. The aim of language acquisition is to“stimulate” the device and the condition of stimulating this device is that the languageinput should be at the level of “i+1” and be comprehensible.
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Chapter Three Research Methodology....... 20
3.1 Research Questions.........20
3.2 Research Participants......20
3.3 Research Instruments......21
3.4 Research Procedures....... 23
3.5 Data Collection........27
Chapter Four ResultsAnalysis and Discussion....29
4.1 ResultsAnalysis and Discussion of Questionnaires........29
4.1.1 ResultsAnalysis and Discussion of Pre-questionnaires........29
4.1.2 ResultsAnalysis and Discussion of Post-questionnaires..........33
4.2Analysis and Discussion of Students’Pre-Writing and Post-Writing.....38
Chapter Five Conclusions.......50
5.1 Major Findings........50
5.2 Pedagogical Implications........52
5.3 Limitations of the Study..........54
5.4 Suggestions for Further Research........... 55

Chapter Four Results Analysis and Discussion

4.1 ResultsAnalysis and Discussion of Questionnaires

Through analyzing the questionnaires, students’ attitude towards recitation andretelling in this experiment is clearly showed. The analysis of Questionnaire One andQuestionnaire Two is for finding out the existing condition of English writing invocational college to lay the foundation for the execution of the two learningstrategies. The analysis of Questionnaire Three and Questionnaire Four is the keylinks to grasp their attitude after the experi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。