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ment.In order to have a better understanding of students’ writing existing conditionand their attitude towards text recitation and text retelling, the pre-questionnaires (seeAppendix I) are given to students in EC1 and EC2 respectively before the experiment.The two pre-questionnaires have the same structure with different content. All thequestions in pre-questionnaires are in the forms of multiple-choices. Questions 1 to 6investigate students’ writing condition and their attitudes. The other six questions areabout recitation or retelling existing condition in vocational college. Thepre-questionnaires are mainly used for checking whether it is feasible for theimplementing of the two learning strategies from the aspects of existing writing andteaching conditions. Because the contents of the first six multiple-choice questions areall about knowing students’ writing condition and attitude and they have the samecontents in the two questionnaires, the statistical percentage from Questions 1 to 6 isthe combination of the two questionnaires. The results are displayed in Table 4.1Table 4.2 and Table 4.3.

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Conclusions

This chapter draws conclusions for the whole thesis. Some major findings aredrawn by the author here and pedagogical implications are also listed in this part. Thelimitations of the study are pointed out and suggestions for future research are putforward as well.According to the analysis and discussion of the questionnaires, students’attitude towards English writing, text recitation and text retelling can be obtained.Most students in Vocational College ignore the importance of writing at present. Atthe same time, they think English writing is the most difficult part in the four skills(listening, speaking, reading and writing). The main reason is due to their lack ofvocabulary. Although they have some thoughts on a certain topic, they cannot expressit by words. Besides, lack of grammar rules is another reason. Most students thinkgrammar learning is very boring and difficult. Even if they master the words, they arenot able to express them with correct grammar forms. In addition, the work oflearning and knowing all the grammar rules was done before the students enter intocollege. Teachers usually lay less emphasis on grammar which also leads to theirignorance of grammar rules. For their attitude towards text recitation and text retelling,although they do not like to put recitation or retelling into their daily learning practice,most of them think the two learning strategies are helpful for their English learning.
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The reference (omitted)
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