A Study Of The Event-Domain Cognitive Model-Based Teaching Of College English Writing

With the rapid development of college English teaching reform,foreign language researchers and teachers have been exploring the most effective teaching methods of college English writing.Students' English writing competence is an important component of judging students' overall English competence,so college English writing teaching takes an important role in college English teaching.By reviewing the relevant literature on college English writing teaching,the author finds the following problems existing in college English writing teaching at present.Firstly,students are relatively weak in using English writing strategies.They are unable to use appropriate writing strategies accordingly.Secondly,the structure of students' writing is disordered,the cohesive relationship among sentences is not smooth,and the textual coherence of students' writing is poor.Thirdly,students' motivation is not strong in English writing.Most students think that English writing is boring,and they often find it difficult to write anything on some composition topics in their daily practice,some of them even feel anxious.Looking back at the previous studies of English writing teaching,it is found that the number of researches which focus on students' correct use of English vocabulary is far larger than that on textual coherence and students' motivation in English writing.The latter has a great impact on improving students' English writing competence.In order to improve college students' English writing competence,the author constructs the ECBT(Event Cognitive-based Teaching)model for college English writingteaching under the guidance of the Event-domain Cognitive Model(ECM)theory and other relevant theories.Furthermore,the author carries out a three-month teaching practice of the ECBT model in a class of 52 junior students who major in pre-school education in Wen Zhou Business College.The teaching effect of the ECBT model is testified by means of questionnaire surveys and writing tests.The data collected is analyzed by Excel 2010 and SPSS 22.0 software.The results are as follows:1.ECBT model can improve students' strategies in English writing.2.ECBT model can improve students' textual coherence in English writing.3.ECBT model can improve students' motivation in English writing.There are still some deficiencies in this study,such as the small sample size and the short experiment time.In the following English writing teaching,the author will apply the ECBT teaching model in a sample of 500 junior college students for one-year.The author will summarize and analyze the relevant teaching experience and results in time so as to effectively improve students' motivation and students' textual coherence in English writing.Thus,students' English writing competence will be improved accordingly.