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eaning of written words from semantic memory.Finally,learners could integratethe meaning of these words.Downing and Leong(1982)divided the definition ofreading into two parts:one laid an emphasis on the decoding process,and the otherpaid attention to the acquisition of meaning.In his research on reading psychology,Zhang Biyin(2004)further revised the definition of reading into:obtaining information from written materials was the process of reading,which affected readers’non-intellectual factors.

Chapter 3 Methodology...................................34

3.1 Research Questions............................34

3.2 Research Subjects.......................................35

3.3 Research Instruments.......................35

Chapter 4 Results and Discussion.............................57

4.1 Results.......................................57

4.1.1 Results of the Questionnaires........................57

4.1.2 Results of the Tests.............................66

Chapter 5 Conclusion.......................90

5.1 Major Findings....................................90

5.2 Pedagogical Implications................................92

Chapter 4 Results and Discussion

4.1 Results

In this part,the data of the questionnaires,tests and interviews are presentedclearly.In more detail,all the process of questionnaires,tests and interviews ought tobe divided into two rounds,and the comparison of the pre-and post-results or datafrom them are further analyzed.

4.1.1 Results of the Questionnaires

The design of the questionnaire is mainly to solve the first research question:what are the effects of“reading-to-write”teaching model based on discourse cohesiontheory on students’attitudes towards English writing in senior high school?At thesame time,in order to better explore the current situation of senior high schoolstudents’English writing,the questionnaire is divided into three dimensions:1-6questions are aimed at the change of students’attitudes towards writing;questions 7-11 mainly comprehend students’understanding of“reading-to-write”teaching model;questions 12-17 centrally diagnose students’use of cohesive devices in writing.A total of 144 questionnaires are distributed to the EC and the CC,of which 140 can beeffectively recycled.The content of the pre-questionnaire is consistent with that of thepost-questionnaire.And the details of comparison are shown in the following tables.

Before analysis,the table 4.1 and table 4.2 show the reliability and validity ofthe questionnaire.The Cronbach’s Alpha is 0.870 and the KMO is 0.778,which provethe reliability and validity of the questionnaire are relatively high,so the results of ithave high credibility as well.

Chapter 5 Conclusion

5.1 Major Findings

Writing has always been one of the important English skills,but the long-termexamination-oriented education makes both teachers and students ignore the in-depthexploration and learning of writing methods and strategies.By doing this appliedresearch,employing questionnaires,tests and interviews as research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。