The Theory Of "Length Approach" And Implications For College English Teaching And Learning

This thesis covers an experimental study on the application of Length Approach in EFL teaching and learning. Taking into account some problems lying in the EFL teaching and learning, this study was carried out to search for an effective approach to improve English proficiency among non-English majors.As for practical value, this thesis is devoted to tentatively solve the following problems in EFL teaching and learning in Chinese context: 1) insufficient output practice in second language learning; 2) negative affective problems that lead to failure of English teaching and learning; 3) poor performance in writing even after years of formal writing instruction.To solve these problems, special attention is given to the output theory and the theories of affective factors in output process. The Output Hypothesis proposed by Canadian applied linguist Merril Swain states that the concept of comprehensible input may well be important for second language learning, but is insufficient to account for second language acquisition. She claims that output plays three functions, i.e. noticing/triggering function, hypothesis- testing function and meta-linguistic function. Affective factors are vital in language acquisition. So it is of great significance to study affective factors which influence output. As for language learners, positive affect accelerates output speed and promotes output quality while passive affect hinders language learners from outputing effectively.In view of the above analysis, the author proposed that by applying Length Approach, EFL teaching and learning could be more efficient. The Length Approach Writing, initiated by Professor Wang Chuming from Guangdong University of Foreign Studies, is a task-based, experiential and write-to-learn approach to foreign language learning. Length Approach has been applied to English major education and achieved success. The present research was undertaken to find out whether the employment of Length Approach would be effective on L2 learning of non-English majors. After exploring the concept of Length Approach, the author conducted an experiment with a model designed for non-English majors. The result suggested that, through the process of Length Approach writing, which aimed at fostering both students'positive feelings for study and keen output awareness, the training not only played a positive role in actual writing performance, but also had a potential effect on language proficiency. This survey brought some implications for EFL learning and teaching.