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摘要：本文是英语教学法论文，The primary English education target is to change the current conditions thatemphasize writing outcomes but neglect developing students’ practical ability of usinglanguage to meet the new requirements from schools and society.

) In thenew century more researchers carried out study on Situational Teaching Approach. LiXiang (2007) analyzed the feasibility of introducing Situational Teaching Approach inadult English training. Wang Aihua (2007) stated the functions of Situational TeachingApproach in junior middle schools. Li Xaiomin(2008) explained the principles,strategies and significance of Situational Teaching Approach brought in senior middleschools. Ni Danping and Liu Ting focused on teaching model that students should thecentre of the class.
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Chapter Three Problems in English Writing and a Tentative Plan ..... 26
3.1 Current English Writing Situations in Qinghai Siyuan ……… 26
3.2 Corresponding Investigations .... 26
3.3 The Questionnaires Data ..... 27
3.4 Analyses on the Data..... 29
3.4.1 Teaching Approaches ....... 30
3.4.2 Teachers....... 30
3.4.3 Textbook....... 31
3.5 A Tentative Plan of Integrating the Two Approaches ....... 33
3.5.1 Practical Requirements...... 33
3.5.2 Integrating the Two Approaches....... 33
Chapter Four Methodology........ 35
4.1 The Hypotheses of the Experiment ........ 35
4.2 Research Subjects......... 35
4.3 Teaching Materials........ 36
4.4 Research Instruments .... 36
4.5 Research Procedure ...... 38
Chapter Five Data Collection and Analysis..... 42
5.1 Data to Verify Feasibility of the Experiment....... 42
5.2 Data to Verify the Experiment ......... 43

Chapter Five Data Collection and Analysis

5.1 Data to Verify Feasibility of the Experiment
To insure class 11 and 12 in Qinghai Siyuan Middle School are qualified for theempirical study and guarantee reliability and validation, the researcher adoptpre-questionnaires (Appendix 1) and writing pre-test (Appendix 4) to see if studentsin these two classes have similar mental outlook toward English writing, Englishwriting ability and English level. The researcher divided writing pre-test scores intofive levels to see specific changes before and after the experiment. Table 5-1 indicates that the biggest difference is students’ opinions on Englishwriting difficulty but it is only 3.54%, so it shows that before the experiment, studentsalmost have the similar writing abilities and general attitudes towards English andEnglish writing.Table 5-2 shows distributions of students’ pre-test writing scores at these fivelevels. It’s very obvious that most students in both classes have very poor writinglevels, and only few students can write complete and good essays. And EC’s meanscore (6.75) is nearly same to that in CC (6.8). Both students’ attitudes and writinglevels in the two classes are almost same, therefore the researcher can choose Class 11and 12 for the experiment.

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Conclusion

The Integrated Approach has many promising advantages in English writing andthey are proved in this study. Through comparing the tests scores of experimentalclass with those of control class and data from questionnaires, it can be found that theIntegrated Approach is more effective than the Product Approach in promotingstudents’ nonintellectual factors and improving students’ English writing ability.First, Students in experimental class more positively participate in teachingac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。