更新时间：01-09 （晓萱）提供原创文章
Abstract:Listening, speaking, reading and writing are four basic skills in English learning and teaching. Writing, as the most sophisticated one among these four skills, can reflect learners’ comprehensive English ability. A large quantity of scholars have made research on English writing. However, most of the studies they made are focused on senior middle school and college. The researches on the junior middle school English writing are relatively insufficient. The product approach and the process approach are the foundations of this study. Through the study in Mengzi NO.2 Middle School, the writer is hoping to explore the current using situation of the product approach and the process approach. At the same time, the relevant countermeasures and suggestions aimed at improving the learners’ English writing ability and teachers’ teaching methods will be given based on the investigation result.
Key words: junior middle school English; writing; product approach; process approach
Contents
摘要
Abstract
1 INTRODUCTION-1
1.1-The Significance of the Thesis-1
1.2-The Research Questions of the Thesis-2
1.3-The Introduction of the Thesis-3
2 LITERATURE REVIEW-4
2.1-Theoretical Basis-4
2.1.1 Theoretical basis of the product approach-4
2.1.2 Theoretical basis of the process approach-5
2.2-Studies on the Product Approach-7
2.3 Studies on the Process Approach-9
3 METHODOLOGY-11
3.1 The Procedures of the Research-11
3.2 Participants of the Research-11
3.2.1 The participants’ chosen reasons-11
3.2.2 The scale of the participants-12
3.3 Research Instruments-12
3.3.1 Questionnaire-13
3.3.2 Interview-13
3.4 Data Collection and Analysis-14
3.4.1 Data Collection-14
3.4.2 Data Analysis-15
4 DISCUSSIONS AND FINDINGS-16
4.1 Results of Questionnaire-16
4.1.1 The feedback of the learners’ attitudes toward English writing-17
4.1.2 The feedback of the product approach-18
4.1.3 The feedback of the process approach-19
4.2 Results of Interview-21
4.2.1 The feedback of the use of both approaches-21
4.2.2 Teachers’ views-23
4.3 Countermeasures and Suggestions-23
4.3.1 Countermeasures-23
4.3.2 Suggestions-25
5 CONCLUSION-26
REFERENCES-28
APPENDIX Ⅰ-29
APPENDIX Ⅱ-31
ACKNOWLEDGEMENTS-32