英语论文网

2.1 Concepts

This part introduces the relevant concepts of the Write-to-speak method inEnglish class.

2.1.1 Definitions of Write-to-Learn

Janet Emig (1971) initiated the educational theory of Writing to learn andcompared writing to a unique mode of learning. The Write-to-learn concept believesthat writing acts a tool to substantiate our thoughts in language to sort out and reflectour experience based on our own understanding in practical life, so as to enhanceinternalization of meaning and mutual understanding (Fulwiler & Young, 1982). theWrite-to-learn concept refers to a teaching concept which proposes that the very act ofwriting itself should induce germane cognitive load, that is, evoke knowledgeconstruction processes that inevitably result in learning (Sweller et al. 1998)

After the publishing of the Metalinguistic and ideational thinking in secondlanguage composing by Alister Cumming in 1990, researchers abroad followed withinterest and started to take a look at writing’s potential in promoting languagelearning. A series of theories studies has been launched soon afterwards (Harklau,2002;Williams, 2012). In 2000, professor Wang Chuming first put forward theWrite-to-learn concept in China and advocated that writing could be a breakthroughpoint to improve language learning. Improving language ability through writing is bound to promote listening, speaking, reading and writing (Zheng Chao, 2004).Writing is described as the process of exploration and discovery on the basis of thisconcept. It helps writers get their thoughts into shape and discover somethingunknown. New ideas will also spring up. The Write-to-learn concept fits the contextof Chinese oral English learning. Practice has proved that writing has a positive effecton English learning. Students’ confidence and interest in English learning is enhancedand stimulated, which pave the way for their development of language competence.

...............................

2.2 Theoretical Foundation

In this part, Comprehensible Output Hypothesis, Affective Filter Hypothesis andthe Length Approach were explained respectively as the theoretical foundation of theWrite-to-speak method.

2.2.1 Comprehensible Output Hypothesis

Comprehensible output (CO) hypothesis, developed by Merrill Swain, claimsthat the act of producing language facilitates language acquisition. She found thatstudents devoted more energy in input activities than output activities in aninvestigation about the French immersion teaching. The reason was that studentslacked the opportunities to produce the target language. These findings raised somedoubts about the Kreshen’s Comprehensible Input Hypothesis. She pointed out thatcomprehensible input wasn’t enough for effective language acquisition. And evidencesuggested that output could contribute to language acquisition (Swain & Lapkin, 1995;Izumi et al, 1999).

Figure 2. 1 Output Hypothesis Model of L2 Learning and Production (Adapte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。