An Empirical Study Of Cultivation Of Writing Ability Of The Vocational Colleg Students From The Perspective Of Constructivism

English writing has always been the research focus of English teaching, for it is a productive activity and comprehensive reflection of the students’abilities. The problems in Vocational Colleges are that students are not familiar with the writing style and format, and have little writing interest and poor writing skills. In the traditional writing classroom, the teachers only attach importance to stylistic features and model analysis. In other words, knowledge and skills are the major concern in a writing lesson. Therefore, the students learn to write compositions mainly through imitation of syntactic structure. They are in a passive position, lack of enthusiasm for writing.Although domestic scholars have done a lot of research on English writing, most studies aim at improving teaching methods, but ignoring subjectivity of the students. Based on the study of English writing research abroad and at home, this thesis attempts to develop new English writing patterns from the perspective of constructivism to stimulate vocational college students’writing interest and improve their writing skills. This mode combines writing activities in and after class. Before the class, students are required to do task-based reading. While in class, students learn writing guided by the teacher. After class, they use English writing software and other resources from the Internet to consolidate their writing. Students’ practical writing skills can be improved by developing practical writing stylistic awareness, collaborative and self-learning ability. With the constructivism-based writing teaching mode, the author carried an empirical research with84students in Foshan Vocational College, majored in Photovoltaic as research subjects. The new practical writing teaching approach is adopted in the experimental class, while42students of the control class accept the traditional teaching methods. Both of them have writing lessons every two weeks. Hours, schedules, and extracurricular exercises in control class and experimental class are equal.Through the two tests (pre-test and post-test) organized in both EC and CC in the process, the author collected the data and adopted SPSS17.0to analyze them. Questionnaires were also given to all participants before and after the experiment. Besides, face-to-face interview with several students were conducted in EC, the author got detail information about students’attitudes towards the new constructivism-based English practical writing teaching mode.The experimental results show that the new constructivism-based practical English writing teaching mode has cultivated students’good writing habits, stimulated their interest in writing, trained students’ writing skills and strategies, and improved the students’writing ability.Through the study, the author hoped that it could help the teachers who have been working in vocational college English practical writing teaching, as well as encourage more teachers to apply the effective English writing teaching mode to their own writing teaching practice.