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A Comparative Study Of "Process Approach" And "Length Approach" To The Teaching Of College English Writing

Posted on:2007-04-03Degree:MasterType:Thesis
Country:ChinaCandidate:T R YanFull Text:PDF
GTID:2155360185973435Subject:English Language and Literature
Abstract/Summary:PDF Full Text Request
Given the importance of English as an international language, more andmore people need to learn to write in English for occupational or academic purposes. With China's entry into WTO and the holding of 2008 Olympic games in Beijing, college and university students of China will undoubtedly play an important role in international communication after graduation. Therefore, the ability of English writing is especially indispensable for them. However, the fact is that although the skill of writing has received more and more attention in college English education in China, the poor quality of the students' achievement in writing always makes those involved unsettled, and even those who do well in listening, speaking and reading can not exchange information through written channel smoothly and effectively. Whatever the writing activity is, all teachers of English in China moan about the learners' inability to communicate in writing.A student's writing problem may be due, at least in part, to the type and quality of writing instruction offered. Confronted with a variety of instructional methods, teachers must decide which will work best for their students. The four more frequently used approaches, namely product approach, process approach, genre approach and task-based approach are borrowed from foreign countries where English is used as people's native language or second language. Hence, these approaches are...
Keywords/Search Tags:product approach, process approach, genre approach, task-based approach, length approach
PDF Full Text Request
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