英语论文网

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

Chapter 3 Research Methodology........................23

3.1 Research Questions.................................... 23

3.2 Subjects................................. 23

3.3 Instruments....................................23

Chapter 4 Results and Discussion........................................34

4.1 Results from Analysis of Tests................................. 34

4.1.1 Results from Overall Analysis..................................34

4.1.2 Results from Group Analysis............................... 35

Chapter 5 Findings and Implications.......................................48

5.1 Major Findings........................................ 48

5.2 Pedagogical Implications................................... 50

Chapter 5 Findings and Implications

5.1 Major Findings

By taking advantage of both qualitative and quantitative studies, the teachingexperiment with 43 students was carried out in a senior high school for 16 weeks. Itaimed to explore the problems and corresponding solutions in the process of theapplication of the Write-to-speak method in oral English teaching in senior highschools. Based on the above results and discussion, the findings are presented asfollows:

(1)The application of the Write-to-speak method in senior high school oralEnglish teaching has increased students’ speaking proficiency significantly.

When combining speaking with writing, the students are not required to delivertheir ideas instantly. There is time gap between the preparation and the speech, whichrelief them from the pressure to deliver spontaneous speech. Given enough time toprepare for the oral tasks, they tend to show more confidence and motivation inspeaking, which could improve the fluency of their speaking.

Moreover, students could better improve accuracy and complexity under theWrite-to-speak method. Without the time pressure to deliver spontaneous speech inpublic, students can carefully think through the language until they believe it canreally reflect their ideas. Then they could try every means to guarantee the rightexpression, spelling, grammars are used, thus improving oral accuracy. In thetraditional ways, they are hurried to express their ideas so that simple words,expressions and structures are used very often. When writing down their ideas, theycould process the information and pick the best ones to express their ideas. duringwhich new language points could be generated. The more writing practice they havedone before speaking, the richer vocabulary and better expressions they could use toconvey their ideas. Gradually, the wideness and deepness of their oral output could beexpanded.

Figure 2.2 The Affective Filter Hypothesis

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

Chapter 6 Conclusion

6.1 Summary of the Research

In this research, targeting at 43 students in a senior high school, theWrite-to-speak method was applied in oral English teaching fo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。