在略论数据的实验中,我们可以有把握地断定我们的教学改革是成功的在某种程度上,这意味着该理论的LA有助于学生在他们的写作。这些数据清楚地表明,学生如有更多的兴趣在写作。并没有很多的防火写作英语作文,他们可以写的更流利的学生比CG。数据还涉及,一些学生的能力和不熟练的学生平均提高了丰富。通过对两份问卷调查的略论得到，在实施“写长法”后，实验组的学生普遍增强了写作兴趣。
Chapter One Introduction引言
1.1 Research Background and Motivation探讨背景和动机
Length Approach is a new writing-teaching method, which is proposed by Wang Chuming (2017) andit was applied in the Faculty of English Language and Culture, Guangdong University of Foreign Studies.The results of the research proved that the LA can get writing achievements as well as improve the overallEnglish proficiency for the college students in our country. Since it appeared and led to a great success,English researchers has aroused interest in the approach and tested it in universities, and some of theEnglish teachers tried to apply it in their class. And a large number of universities in domestic began tofollow this method, including the PLA International Relationship College (王立菲，2017), GuangdongUniversity of Industry (方玲玲，英语毕业论文，2017), Guangdong Professional Technology College (许竹君，刘慧云，刘星莹，朱莆道，刘洁，英语论文题目，2017) and so on. Even more, many researchers in the related field firstly held theSeminar of “National Write-to-learn English Writing Reform Seminar” in Guangdong in 1993, after thismeeting the LA to writing was pushed to a new level together with the establishment of the English LA inWriting Teaching Reform Radiation Net (郑超，2017).The Basic Education Section of The Education Department published “The Explanation of CurriculumStandard for English Language” in 2017, and it shows “the training context and forms of listening,speaking, reading and writing should be as close to the reality as possible, should be close to the realcommunication and should be close to the activities of practicing comprehensive English with goals.” Theapproach successfully applied Swain’s (1995) comprehensible output theory in the second languagelearning in China (秦秀白，2017), as well as it open a new thinking of English teaching in high middleschool (桂诗春，2017) in China to fit the requirement of the New English Curricular Principles designed bythe Ministry of Education.But in fact, the English teaching in our schools always neglects the “writing”. Since LA has achievedgreat success from the writing experiments in the universities in China, the English teachers has greatlyinspired to explore efficient teaching methods according to the Chinese context. As indicated by Li Li(2017), it is very necessary to study the chances of “moving across” and “moving down” the approach.Therefore, it is very important to try the LA method in the high middle schools to promote studentslanguage skills.Considering these phenomena, the author did an experiment to apply the LA to writing teaching withthe students from No.2 High middle school in Anyang, Henan province, where the author taught for asemester. Two classes were in the charge of the author. At the beginning of the semester, the author did asurvey with the students about whether they have interest in taking parting this experiment. The number ofthe students who were willing to participate in this experiment is 132, and 56 students showed they likedaccepting the LA whereas 76 students have little interest about the LA. Then the 56 students made up agroup as the experiment group (EG), while the other 76 students as the controlled group (CG).The experiment applied the t
|
