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seof these internal psychological and emotional barriers and external traditional writingteaching model, their input and output of daily English is low, so it is difficult to improvetheir writing quality. Fourthly, after the experiment, although they still find it difficult towrite fluently in English as before, according to Questionnaire II, it can be found that the“Eight-Step Model” advocates the “imitation” of content, structure and language, whichmakes most students feel that English writing is easy, so that they can get a sense ofachievement in writing. In addition, the negative emotions of English writing are sloweddown after the experiment.

Chapter 6 Conclusion

6.1 Summary

Based on memetics, Krashen’s input hypothesis and Swain’s output hypothesis, thisstudy uses test paper, questionnaire and interview to explore the effect of this experiment.Through data analysis, it is found that “Eight-Step Model” can improve students’ writingquality and interest, but not their autonomy. After all, this “Eight-Step Model” of highschool English writing mode has the following problems: 1) If teachers don’t pay specialattention to it, this writing teaching mode will make students rely too much on imitationwriting. When they finish writing the content that can be imitated, they don’t know howto write it down. In other words, if this model ignores the effective output (thecombination of imitation writing and independent writing in the new context), it willaffect students’ subjective initiative and creativity. 2) The peer’s evaluation of theircompositions will have a great impact on their self-confidence, and will lead to a lot ofpsychological pressure (perhaps this phenomenon only occurs in Class B).

reference(omitted)

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