“寫(xiě)長(zhǎng)法”在初中英語(yǔ)教學(xué)中的實(shí)證研究

1、河南大學(xué)碩士學(xué)位論文“寫(xiě)長(zhǎng)法”在初中英語(yǔ)教學(xué)中的實(shí)證研究姓名：程俊歌申請(qǐng)學(xué)位級(jí)別：碩士專(zhuān)業(yè)：學(xué)科教學(xué)（英語(yǔ)）指導(dǎo)教師：王運(yùn)河；杜建軍2011-04IIbasis of the Length Approach—the Output Hypothesis, and the main content of the Length Approach. Chapter three is the research design of the stud

2、y. Chapter four refers to the results of the experiment and discussion. This chapter will present the data got from the experiment, and discuss the collected data—the analysis of the two tests and the analysis of the two

3、 questionnaires. Chapter five is the conclusion of the whole thesis. It includes the conclusion of the whole thesis, and the implication of the study. The results of this research indicate that the Length Approach is of

4、 great significance in English teaching for junior high school students. From the study, the author realizes that the students’ English proficiency can be improved through more language output； teachers should change the

5、ir traditional roles and try to provide more opportunities for students to increase language output. Besides, the teacher should create more ways to increase students’ confidence in Learning English. Although there are s

6、till some limitations in the study, the study successfully proved that the Length Approach can improve students’ writing abilities effectively. And the author makes some changes according to the junior high school studen

7、ts’ current language proficiency and put some original ideas in it. The author believes that Length Approach should be applied in more schools, and it is essential for the teacher to lay more emphasis on language output