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1.1 Research background and significance
Chinese students learn English in such an environment that they have fewopportunities to practice their oral English. This learning environment leads to their weakability in English; hence, there are many problems when they communicate in English.Under such a background, Chinese scholars have tried many methods in the field ofEnglish teaching, from the grammatical-translation method, reading comprehensionmethod to the communicative language teaching. Although each method has itsadvantages and has played an important role in English teaching, they are not inaccordance with the specific learning and teaching situation in China. It should be highlynoted that a new method should be put forward in order to couple with English teachingobjectives as well as the learning context in China.LA (Length Approach) advocated by Professor Wang Chuming states that writing isnot merely a goal to be achieved, but a tool to facilitate language learning. It can lessenstudents’ learning stress, protect their self-esteem and enhance their overall Englishproficiency.As to the significance of the study, theoretically, this study is significant in making afurther development for the theories of LA—this study advocates applying LA onQQ-platform which is different from the traditional classroom environment.Practically, on the one hand, this study provides a relatively new method for Englishwriting teaching in China. On the other hand, this study also suggests that LA could beapplied in different environments according to different situations or students’ needs, forexample, LA could be applied on QQ platform, in e-mails or in blogs according to specificteaching conditions and teaching objects.
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1.2 Rationale of the study
This study mainly involves four theories and they will be elaborated respectively inthe following:On the basis of Krashen’s comprehensible input, Swain (1985) put forward the theoryof comprehensible output and identified three functions of SLA: the noticing/triggeringfunction, hypothesis-testing function and meta-linguistic function. Since then, the role ofoutput in the process of second language learning was acknowledged and emphasized.Krashen (1985) proposed the Affective Filter as a mental block caused by affectivefactors that prevent input from being acquired by learners. Affective filter hypothesisstates that learner’s ability to acquire language is constrained if they are experiencingnegative emotions such as fear or embarrassment. On the contrary, positive emotions suchas self-confidence will promote the language learning process.Constructivism was put forward by the Swiss philosopher and psychologist JeanPiaget (1971). In his view, Knowledge is constructed in personal experience through theprocess of internalization. In addition, for students, they are not passive recipients ofknowledge, but the active constructors of knowledge.CALL (Computer Assisted Language Learning) refers to a writing process, duringwhich, under the aid of a computer, according to the teaching objectives and teachingcharacteristics, learners use modern information technology integrated with text, sound,graphics, images and other media information to achieve best writing results.
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Chapter 2 Literature Review

2.1 Introduction of LA
Length Approach was put forward by Pro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。