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sp;    3.5.1 Pre-test ........29
        3.5.2 Teaching procedure........ 29-36
        3.5.3 Post-test ........36
    3.6 Data collection and analysis........ 36-38
Chapter Four Results and discussion........ 38-53
    4.1 Analysis of questionnaires ........38-42
    4.2 Data analysis of composition tests’ scores........ 42-47
        4.2.1 Data analysis of pre-test scores ........42-44
        4.2.2 Data analysis of post-test scores ........44-47
    4.3 Related analysis of the post-test composition........ 47-49
    4.4 Analysis of interview ........49-53
Chapter Five Conclusion........53-58
    5.1 Major findings........ 53-54
    5.2 Practical implications........ 54-55
    5.3 Pedagogical implications........ 55-56
    5.4 Limitations ........56
5.5 Suggestions for future study........ 56-58

Conclusion

The teaching experiment was an attempt to find a better writing teaching methodbased on recitation input for the senior high school students. For the experiment is only atentative study, there exist some limitations.
1 .The sample is small.There are only 113 participants selected as samples, who come from the same schooland the same grade. They all study at common senior high School. These students can notrepresent the whole of students in senior high school and the results may not reflect thesituation of recitation. This presentation naturally limits the generalization of the researchfindings. If subjects selected from colleges, and from university and those results may bemuch more convincing and have more wide influence on application. For quantitativeanalysis, the more the samples are collected, the more reliable the result will be.
2. The time is not long enough.It should be pointed out that the author only spend17 weeks on her study .Thecollected data only reflect the problems encountered in this period by the teachers and thestudents. The data are to be proved and affirmed. The result might have been more notableif the duration had been extended.
3. The topics or types of compositions are narrow.It seems not to be enough to write only one piece of composition, which was taken asa form of testing writing proficiency. Though, most of time, narration is the main type ofwriting for senior high school students, only some topics discussed in this study can'trepresent all the other topics of writing assignments. There is no way of making surewhether the other topics or types of writing form will be suitable or not.

Bibliography
1 Ellis, R. 1995. Interpretation tasks www.51lunwen.org/gzyylw/ for grammar teaching [J]. TESOL Quarterly,1995(29):87-105.
2Anderson, J. 1980. Cognitive Psychology and its Implication. San Francisco: Freeman.
3Anderson, J. 1983. The Architecture of Cognition Cambridge. Mass.: Harvard UniversityPress.Anderson, J. R. 1995. Learning and memory: Integrated approach. New York: Wiley.
4Atkinson, R:C. and R. M. Schiffrin. 1968. Human Memory: a Proposed System and itsControl Process in K. W. Spence and J. T. Spence (eds.): 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。