This study sets out to conduct the effectiveness of process-oriented approach on the ESL writing teaching for non-Eng-lish majors in Yunnan Agricultural University(YAU),with the aim of enhancing the students' Engl...This study sets out to conduct the effectiveness of process-oriented approach on the ESL writing teaching for non-Eng-lish majors in Yunnan Agricultural University(YAU),with the aim of enhancing the students' English writing proficiency andscores.120 non-English major sophomores and 10 English teachers from YAU are involved in it.With the results of questionnaire,interview and the composition scores of the target students,the findings indicate that the students have a positive attitude towardsprocess-oriented writing approach and it can help them write better and make the writing class more interesting.展开更多
Drawn upon Dornyei' s motivational study,this paper aims to explore the implications that process-oriented approach may bring and tries to shed light on some applications in Chinese EFL teaching context.
This study was designed to study the effects of the process-oriented approach on the EFL writing proficiency of Chinese non-English majors.In this study,two research designs were employed:the quantitative design and t...This study was designed to study the effects of the process-oriented approach on the EFL writing proficiency of Chinese non-English majors.In this study,two research designs were employed:the quantitative design and the qualitative design.In the quantitative design,two classes participated in an 8-week experiment.An interview was employed in the qualitative design to find out students' attitude towards process-oriented approach.The result of the study showed that students generally held positive attitudes towards this approach and it was more effective in improving students' EFL writing proficiency and could thus be adjusted to teach writing.展开更多
The present study aimed at examining the effectiveness of the teacher's guidance to collaborative writing in non-English major class.Subjects were 150 Chinese freshmen from two natural classes which served as an e...The present study aimed at examining the effectiveness of the teacher's guidance to collaborative writing in non-English major class.Subjects were 150 Chinese freshmen from two natural classes which served as an experimental class(88 students)and a control class(62 students)at a normal college.Data of the present study was collected from two questionnaires,two CET-4 writing tests,students'written comments on collaborative writing in the post-questionnaire.Data were analyzed by SPSS(Statistics Package for Social Science)11.5 in which CET holistic grading was used to analyze students'writing performance of pre-test,post-test.Statistic results indicated that the teacher's guidance to collaborative writing does influence students'writing performance.In addition,qualitative analysis showed that students in the two classes had their respectively positive perceptions towards collaborative writing with different guidance of the same teacher.展开更多
This article, based on a solid literature review, provides an in-depth exploration of L2 writing process, including a detailed description of L2 writing behaviors and habits and the differences in the writing process ...This article, based on a solid literature review, provides an in-depth exploration of L2 writing process, including a detailed description of L2 writing behaviors and habits and the differences in the writing process between advanced and unskilled L2 learners. Findings indicate that writing is a dynamic, recursive interplay of three major processes: planning, drafting, and revising. Experiencing this writing process, L2 learners have more to write and write it well. Therefore, this article suggests incorporating literature into L2 writing process as an effective way to improve traditional writing instruction.展开更多
文摘This study sets out to conduct the effectiveness of process-oriented approach on the ESL writing teaching for non-Eng-lish majors in Yunnan Agricultural University(YAU),with the aim of enhancing the students' English writing proficiency andscores.120 non-English major sophomores and 10 English teachers from YAU are involved in it.With the results of questionnaire,interview and the composition scores of the target students,the findings indicate that the students have a positive attitude towardsprocess-oriented writing approach and it can help them write better and make the writing class more interesting.
文摘Drawn upon Dornyei' s motivational study,this paper aims to explore the implications that process-oriented approach may bring and tries to shed light on some applications in Chinese EFL teaching context.
文摘This study was designed to study the effects of the process-oriented approach on the EFL writing proficiency of Chinese non-English majors.In this study,two research designs were employed:the quantitative design and the qualitative design.In the quantitative design,two classes participated in an 8-week experiment.An interview was employed in the qualitative design to find out students' attitude towards process-oriented approach.The result of the study showed that students generally held positive attitudes towards this approach and it was more effective in improving students' EFL writing proficiency and could thus be adjusted to teach writing.
文摘The present study aimed at examining the effectiveness of the teacher's guidance to collaborative writing in non-English major class.Subjects were 150 Chinese freshmen from two natural classes which served as an experimental class(88 students)and a control class(62 students)at a normal college.Data of the present study was collected from two questionnaires,two CET-4 writing tests,students'written comments on collaborative writing in the post-questionnaire.Data were analyzed by SPSS(Statistics Package for Social Science)11.5 in which CET holistic grading was used to analyze students'writing performance of pre-test,post-test.Statistic results indicated that the teacher's guidance to collaborative writing does influence students'writing performance.In addition,qualitative analysis showed that students in the two classes had their respectively positive perceptions towards collaborative writing with different guidance of the same teacher.
文摘This article, based on a solid literature review, provides an in-depth exploration of L2 writing process, including a detailed description of L2 writing behaviors and habits and the differences in the writing process between advanced and unskilled L2 learners. Findings indicate that writing is a dynamic, recursive interplay of three major processes: planning, drafting, and revising. Experiencing this writing process, L2 learners have more to write and write it well. Therefore, this article suggests incorporating literature into L2 writing process as an effective way to improve traditional writing instruction.
