An Experimental Study Of The Correlation Between TOEFL Test Takers’ Writing Ability And Long Sentence And Sentence Group Translation

TOEFL exam, a prerequisite for overseas study and immigration, is a very popular English-language test in China. However, there are few studies about TOEFL test and TOEFL teaching method. Most training schools employ the same method of teaching with that of teaching domestic English tests like CET4 or CET6. According to the former experience of the present author as an English teacher for TOEFL test takers in a language training school, under the traditional method of teaching, writing is the most difficult part to improve for TOEFL test takers, and the key problem in students’ writing remains in the syntax, students are struggling with writing grammatically correct sentences in line with English syntactic features. Besides, syntax is one of the TOEFL writing criteria. Therefore it is of great necessity to explore how to improve students’ writing ability. Based on former scholars’ research home and abroad, this thesis attempts to explore the relationship between using long sentence and sentence group translation method in writing teaching and TOEFL examinees’ writing performance. The research questions include:1) Dose long sentence and sentence group translation method have relationship with students’ writing ability? It this method more effective than traditional approach to writing teaching? 2) In what aspect does this translation method help students with their writing performance? If this method is helpful in students’ syntax, what specific aspects of syntax can be seen in students’ writing which show their progress? 3) Will this translation method affect other aspects of students’ English learning?In order to answer the above research questions, the author chose two classes from TOEFL Language Training Department at Baili Educational and Counseling Organization as the subjects of this research. The results of the pretest shows that students in both classes have similar level of writing ability. After that, the author conducted an experiment for 3 months with the participation of both classes. The students met the author once a week for TOEFL writing course. The author used the long sentence and sentence group translation method when teaching to students in the experimental class, but adopted the traditional method when teaching to students in the control class. After the 3-month program of TOEFL writing courses, a post-test was given to both classes and the result was analyzed with SPSS 13.0. and the results of the research were quantitatively and qualitatively and an interview were carried out.