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MA Dissertation of Chongqing University Table of Contents
4.2.1 The Perceptions of EFL Writing 42
4.2.2 The Roles of the Teacher and the Learner in the Task Cycle 42
4.2.3 The Improvements on the Overall Writing Performance 43
CHAPTER FIVE CONCLUSIONS46
5.1 MAJOR FINDINGS 46
5.2 LIMITATIONS 47
5.3 SUGGESTIONS FOR FURTHER STUDY 47
ACKNOWLEDGEMENTS 50
REFERENCES 51
APPENDIX 54
ⅠPRE-EXPERIMENTAL QUESTIONNAIRE 54
ⅡPOST-EXPERIMENTAL QUESTIONNAIRE 55
ⅢTHE RESULTS OF THE CONTROL CLASS 58
ⅣTHE RESULTS OF THE EXPERIMENTAL CLASS 60
Ⅴ IELTS PROFILE BAND DESCRIPTORS FOR ACADEMIC AND GENERAL
TRAINING WRITING MODULE 62
Ⅵ 大学英语四级考试作文评分标准 63
Ⅶ 作者在攻读硕士学位期间发表的论文目录 64
IV
MA Dissertation of Chongqing University Chapter One Introduction
Chapter One Introduction
1.1 Introduction
For language teachers, it is always a problem to find an appropriate way to teach
effectively in classroom although theoretically there are lots of teaching approaches. In
some cases, teachers may be lack of training about language teaching approaches; other
cases are that teachers find it difficult to effectively apply approaches to authentic
educational situation.
As for EFL learning and teaching, it is well acknowledged that the four basic
skills—listening, speaking, reading and writing — are of vital importance. Actually they
fall into two broad categories: productive and receptive skills. Ideally, four skills should
be treated in a complete circle for any language learner and should be develo
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