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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2012-10-28编辑:hynh1021点击率:6564
论文字数:18600论文编号:org201210272131099852语种:英语 English地区:中国价格:$ 66
关键词:L1 usewriting stagesL2 argumentative writing
摘要:This chapter mainly deals with the major findings, the pedagogical implications, andlimitations of the study as well as suggestions for future research.
Chapter Five CONCLUSION
This chapter mainly deals with the major findings, the pedagogical implications, andlimitations of the study as well as suggestions for future research.
5.1 Major Findings
The present researcher of this thesis has obtained two major findings from the dataof questionnaire, writing samples, stimulated recall and follow-up interview.The major findings are as follows:First, all students use L1 during L2 argumentative writing to some extent. Of thethree writing stages, L1 is most frequently used at the drafting stage, followed by L1 use atediting stage and at planning stage. To be specific, at the planning stage, the students useL1 most frequently in terms of thesis statement and body paragraph planning; at thedrafting stage, the participants use L1 most frequently in terms of word order and sentencepattern writing; at the editing stage, the students use L1 most frequently in terms of part ofspeech, sentence structure and expression revising.Second, L-score students tend to be more frequently influenced by L1 use during L2argumentative writing than H-score students. Of the three writing stages, the frequency ofL1 use by L-score students tends to be slightly higher at the planning stage while slightlylower at the drafting stage than H-score students; both of the two group students seem tonever use L1 at the editing stage.To be specific, at the planning stage, H-score students use L1 most frequently whenthey are planning body paragraphs. They use L1 less frequently when they are planningoutline, thesis statement and introductory paragraph. They use L1 least frequently whenthey are planning concluding paragraph. In contrast, L-score students use L1 mostfrequently when they are planning introductory paragraph, body paragraphs andconcluding paragraph. They use L1 less frequently when they are planning outline. Theyuse L1 least frequently when they are planning thesis statement.At the drafting stage, L-score students use L1 most frequently at lexical level. Theyuse L1 less frequently at syntactical level and least frequently at discourse level. H-groupstudents use L1 most frequently at lexical level. They use L1 less frequently at discourselevel and least frequently at syntactical level.It seems to be contradictory because the interview data show that the 8 participantsnever use L1 at the editing stage, while the questionnaire data show that the 128participants are influenced by L1 to some extent at the editing stage. One reason may bethat the 8 participants conduct revising activities while composing. When they are revisingtheir essays, they tend to pay more attention to grammar and spelling, as they think thesetwo aspects are important and thus need revising. Such revising activities do not involveL1 use.
5.2 Pedagogical Implications
Based on the research findings, the present researcher of this thesis puts forwardsome pedagogical implications that may help to enhance students’ English writing abilitiesby using L1 properly.On the one hand, for the teachers’ part, firstly, L2 writing teachers could encouragestudents, especially those with low language proficiency, to use L1 to plan out the outlineand body paragraph, etc, which can help students in L2 writing. Secondly, they couldsuggest to students avoiding u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。