英语论文网

reign and domestic studies, scholars put their energy into looking for aneffective approach or theory to enhance students’ writing achievements. In terms of the current situationabout College English writing, two writing approaches, product approach and process approach, havealready been employed in English writing. There is no doubt that product approach and process approachembrace their own good aspects and shortcomings. Moreover, more and more studies were conducted andfigured out that both of them should be improved and even be replaced by more effective approach. Forinstance, based on genre and genre analysis, from this perspective some researchers obtain a significant achievement.

...........

Chapter Three Theoretical Basis......17
3.1 Hasan’s Generic Structure Potential Theory.... 17
3.2 Systemic Functional Linguistics.....20
Chapter Four Research Methodology.......24
4.1 Research Questions.......24
4.2 Participants...........24
4.3 Research Instruments....24
4.4 Research Procedures.....26
4.5 Data Collection and Analysis..........35
Chapter Five Results and Discussion........37
5.1 Results and Discussion of Pretest............37
5.2 Results and Discussion of Post-test.........38
5.3 Results and Discussion of Questionnaire......... 40
5.4 Results and Discussion of Interview....... 41
5.5. Summary....42

Chapter Five Results and Discussion

5.1 Results and Discussion of Pretest
Before conducting the English writing experiment, experiment class and control class wererespectively required to do a writing test in order to see whether the two classes had a significant differenceor not. The full scores are 30. The data of pretest is analyzed by SPSS 17.0, and its results are presented inthe following tables (see table 5.1.A and table 5.1.B).In table 5.1.A , it shows the basic descriptive of experiment class and control class before theexperiment. It can be seen that the mean of experiment class is 13.6000 and the mean of control class is14.0857. And their standard deviation is respectively 3.84402 and 4.33435. These data serve for theindependent samples test.Based on the group statistics (table 5.1.A), The table 5.1.B indicates that the means of two classeshave no significant difference in that sig.=0.173 (p >0.05) (is supposed to see the first line data) and sig.(2-tailed) =0.621 (p>0.05). Moreover, the 95% Confidence Interval of the Difference is from -2.43979 to1.46836 including 0, which also indicates there is no significant difference between experiment class andcontrol class mean.It concludes that students in experiment class and control class have no significant difference in termsof the English writing level. Therefore, they are able to be taught English writing by using two differentwriting approaches and after the teaching experiment to test whether genre analysis approach can enhancestudents’ writing achievements.
...........

Conclusion

How to enhance non-English major learners’ English writing achievements is always a hot questionwhich most of College English teachers attempt to solve via hunting for a good way. In this research, thepurpose is to study whether the application of genre analysis in College English writing teaching canimprove non-English major students’ English writing achievements. By conducing tea