Affective & Cognitive Strategies And Senior English Writing Teaching

With the information technology and economic globalization, English ,as one of important information carriers, is increasingly important. How we should carry on the writing teaching effectively is becoming an important issue, which English teachers have to face.Based on the product teaching approach, the process teaching approach and the genre teaching approach, this research aims at establishing a three-dimensional writing teaching model to cultivate students' enthusiasm on writing actively so that they not only like writing , are willing to write but also can write well .To achieve this goal, this research also refers to psychology theory and focuses on the sentiment study. After that it carries on the writing meta-cognitive strategy training . Through the research work, more ordinary senior schools will highlight the communal development of the students' knowledge and sentiment , improving the present situation of senior English writing teaching .This thesis consists of five chapters.Chapter One is an introduction, mainly stating the background of the research, the purpose of the research, the scheme of the research and the organization of the thesis.Chapter Two is the literature review that provides theoretical support for the thesis. To start with, it briefly analyzes the research and development of the foreign language writing theories, and then compares the advantages and the disadvantages of the three foreign language writing teaching theories. Also, it states the affective theories and the meta-cognition theory separately . Based on the above theories , it puts forward the framework of the writing meta-cognition theories.Chapter Three is the scheme and the implement of the research, reporting and introducing the method and procedures of the experiment conducted by the author. After fully understanding the students current English writing status, the author has designed a period of one semester of an exploratory experiment on English Writing teaching according to the enlightenment of the current writing meta-cognitive Strategy. Afterwards, the thesis gives an account of the scheme of the research, the procedure of the research and the methods of the research.Chapter Four is about the results and the analysis of the experimental data . This thesis analyzes the collected data by questionnaires on writing strategies and writing meta-cognitive strategies besides the scores of the writing part and the final term examination of the experimental class and the control class before and after the experiment using SPSS 12.0 . Further, it discusses the results and answers to the research questions. On the basis of the results and discussion, conclusions are drawn.Chapter Five is summary and enlightenment. Based on the conclusions of this study, this thesis puts forwards some proposals on how to train the senior English Writing Meta-cognitive strategies, adding that this study is inadequate and to be desired at the same time.