The Study Of The Length Approach In Senior School English Writing Teaching

For a long time, writing has been a headache problem for senior schoolteachers and students in the senior school English writing teaching. Teacherscomplain that writing is a thankless task, while students are also full of fear andexclusion to writing. Some students have learned English for many years, butwhen faced with the English paper’s composition, which only requires about100words, they often feel difficult to start writing and have nothing to say.How to enhance the confidence of the students for writing, to stimulatestudents’ interest and desire in writing and to improve students’ writing skills?This problem has plagued many English teachers.This thesis focuses on an English writing teaching method called the"Length Approach". The method is first proposed in2000by Professor WangChuming of Guangdong University of Foreign Studies. As the practice ofConstructivism, Output Hypothesis and Affective Theory in China’s seniorschool English writing teaching, the "Length Approach" emphasizes thatEnglish writing teaching should take the students as the center, pay attention tothe emotional factors’ influence on the improving of the students writingabilities, stimulate students’ writing desire through the topics which can arousestudents’ interest, thus, effectively strengthening the training of English writing and promoting students’ writing skills. The "Length Approach" has been carriedout in some universities such as Guangdong University of Foreign Studies,Wuhan University, also in some senior schools such as Pucheng No.1MiddleSchool of Fujian.In this thesis, we will analyze the feasibility of the “Length Approach” insenior school English writing teaching in combination with the new curriculumstandards the problems existing in senior school English writing teachingpractice. This study is carried out in No.1Middle School of No.1MachineryGroup. The experimental subjects are the students of Classes7and Class10ofGrade1, with the total number of95students. Class7with49students wastreated as the EG (experimental group) and class10with46students was usedas the CG (control group). The study adopted the two-group pre-test andpost-test method and questionnaire survey method. The feasibility of the“Length Approach” in the senior school English writing teaching and theeffectiveness of the “Length Approach” in promoting students’ writing abilitiesis been basically confirmed by doing the experiment and analyzing the data.This thesis contains five chapters. Chapter One is an overview of thethesis, consisting of three parts, that is, the background of the study and thesignificance of the study and the organization of the whole thesis. Chapter twois the literature review, which mainly describes the four theoretical foundations,namely, the Constructivism Theory, the Output Hypothesis, the AffectiveTheory and the Inter-language Theory. This chapter also makes a brief introduction to the Length Approach. Chapter Three introduces theexperimental hypothesis, experimental subjects, instruments, data collectionand so on. Chapter four presents the data collected the experiment and analyzesthe results of two tests and two questionnaires. Chapter five concludes thewhole thesis to get the experiment conclusion, which also refers to theimplication of the study.