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fessor Wang Chuming (2000) fromGuangdong University of Foreign Studies. In his research, 201 freshmen of English majorparticipated in the experiment and each week, they were asked to write compositions aslong as possible. Teachers corrected their compositions according to fourstandards—length, content, structure and expression. As Wang Chuming (2000) pointedout, LA has three advantages. First, it is in line with Chinese national conditions thatChinese learners have few opportunities to communicate orally in English. Second, itcould accelerate the internalization and acquisition of foreign knowledge. Third, it is easyfor learners to overcome some psychological barriers and eliminate affective interference.Some unique features and operation methods of LA are described as following:Designing a good writing task is a key step during the whole process of LA. Hence,many factors need to be considered, such as students’ interests, their backgroundknowledge about the writing task and their present writing ability. Tasks can be designedas writing within a same topic, writing after reading a book or an article or continuing astory based on existed plots. One principle is that topics with strong Chinese charactersshould be abandoned so that they will not mind in Chinese.
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2.2 Review of relevant theories
In this part, relevant theories in this study, including the output hypothesis, affectivefilter hypothesis, constructivism and CALL in English teaching are introduced.Swain (1993) claims that “comprehensible input”, though invaluable to theacquisition process, is not sufficient for learners to fully develop their L2 proficiency. Sheacknowledges the role of comprehensible input in SLA, but argues that ComprehensibleOutput is also a necessary mechanism that aids SLA in many ways which cannot bereplaced by input. She claims that both comprehensible input and comprehensible outputare necessary conditions for successful language learning. (Zhang, 2006)Based on the research of a French immersion program, Swain identified threefunctions of output in SLA.
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Chapter 3 Research Design.......... 21
3.1 Research questions....21
3.2 Subjects .......21
3.3 Method ........22
3.4 Data collection instruments.....29
3.4.1 Questionnaires.......30
3.4.2 CET-4 tests .....31
3.4.3 Interview ........31
3.5 Data analysis methods......31
Chapter 4 Data Analysis and Discussion ......... 33
4.1 Result and analysis of questionnaires....33
4.2 Result and analysis of CET-4 tests ........43
4.3 Result and analysis of interviews ..........46
4.4 Specific discussion on the result of each research question .....48
Chapter 5 Conclusion..... 61.....61
5.2 Implications........62
5.3 Limitations of the present study.....67
5.4 Further research suggestions ..........67

Chapter 4 Data Analysis and Discussion

This chapter is the key chapter of the dissertation, which will include all datacollected from questionnaires, tests and interviews. Data collected from tests andquestionnaires will be exposed to SPSS 16.0 to make a quantitative analysis, and datagathered from interviews will be used to make a qualitative analysis.

4.1 Result and analysis of questionnaires
There are three questionnaires in total in the experiment, qu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。