英语论文网

The in-class operation of comparative continuation goes typically like this: first, select a foreign article for comparison, and then distribute them to students as well as explain the requirements. Secondly, after helping students understand the reading materials, the teacher requires students to write a transitional section, in which they should explain the points worth comparing and prepare for further writing. In the specific operational process, there are two points that need to be paid special attention to — one is the writing of transition section in which the key points used for comparison in the previous section shall be summarized to pave the way for subsequent comparison. The other is to help students to imitate and use the previous text and language expressions as much as possible and to promote the conversion of other people’s high-quality language to their own.

CHAPTER THREE RESEARCH DESIGN ...................... 23

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

3.2 Research Participants ......................... 23

3.3 Research Instruments ........................... 25 

CHAPTER FOUR RESULTS AND DISCUSSION .......................... 43

4.1 Analysis of Questionnaires ............................ 43

4.1.1 Analysis of pre-questionnaire in CC and EC ........................... 43

4.1.2 Analysis of post-questionnaire in CC and EC ........................ 45

CHAPTER FIVE CONCLUSION .................................. 53

45.1 Major Findings ................................. 53

5.2 Pedagogical Implications ............................... 53

CHAPTER FOUR RESULTS AND DISCUSSION

4.1 Analysis of Questionnaires

This part analyzes pre-questionnaire, post-questionnaire respectively and also makes a comparative analysis of questionnaires in EC. 

4.1.1 Analysis of pre-questionnaire in CC and EC

A questionnaire is conducted in two classes before the teaching experiment to understand the students’ motivations and attitudes towards English writing and the result is as follows. 

As is shown in the Table 4.1, the mean of students’ attitudes toward writing is 3.1 and the mean of students’ motivation toward writing is 3.3. This indicates that students have a weak interest in writing class and they have no desire to write. 

CHAPTER FIVE CONCLUSION

5.1 Major Findings

Comparative continuation does have positive effect to students’ English writing performance. The comparison of student achievement before and after the study revealed a significant increase in student writing grades. Comparative continuation was the only variable during the experiment, and it is clear that the improvement in students’ performance is due to the teaching of comparative continuation. The role of context is emphasized by comparative continuation, both in the aspect of learning and writing. It becomes efficient that reading and writing is accompanied by conte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。