A Research On The Impact Of SBI On English Writing

Foreign language learning strategy and learning strategy training is a very common research content in second language acquisition. Although researchers at home and abroad have done some studies in some aspects of learning strategy, a lot more needs to be done to enrich the theory. In this thesis,162non-English-major college students were selected. The subjects were divided into experimental group and control group. Two writing tasks were collected before and after Strategy-Based Instruction. Through analyzing the sample and the questionnaire, the author presents the impact of writing strategies on writing proficiency.The results of the study prove that learners can benefit a lot from the SBI that facilitates appropriate use of writing strategies. The students who are explicitly and systematically trained in writing strategies make much more progress in writing than those who do not receive strategy training program. Through the comparison of the writing tasks from the experimental group and the control group, the author finds that the writing proficiency of the experimental group who receive the strategy training get an obvious enhancement while the control group do not show much improvement. Besides, students in different levels apply writing strategies to different extent. High-level students use writing strategies frequently and they are able to use appropriate writing strategies flexibly. However, low-level students do not get into the habit of using writing strategies in their writing process.In general, writing strategy training can be regarded as an effective way to improve students’writing abilities, but in the writing process, teachers must provide students with reasonable guidance in order for the students to make the most of it. Or the students may ignore grasping the basic knowledge and even affect the overall enhancement of their English learning. Meanwhile, for different-level English learners, the application of writing strategies should be taught in different ways.This paper aims at supplying some practical guidance to English writing of Chinese non-English majors, especially the low-proficient learners and helping to gain real enhancement in students’writing abilities and efficiency in teaching L2writing.