沉浸理论在高中英语写作教学中的应用研究-学科教学·英语专业论文.docx

5.2.3. Students? difficulties in writing 31 5.2.4 Students? perception of improving writing in English 33 HYPERLINK \l _TOC_250011 Data analysis of the second questionnaire 35 The condition of immersion 35 Possible factors 36 HYPERLINK \l _TOC_250010 Data analysis of the post-test 37 HYPERLINK \l _TOC_250009 The findings of the study 38 Optimize the psychological environment. 38 Promote discussion 39 Provide appropriate feedback 39 HYPERLINK \l _TOC_250008 Chapter Six Implication and Suggestions 41 HYPERLINK \l _TOC_250007 Implication of Immersion theory for English writing teaching 41 Set clear and appropriate goals 41 Provide input 41 Encourage output 42 HYPERLINK \l _TOC_250006 Suggestions on English writing teaching 42 Transform teaching concept 42 Use modern teaching equipment 42 Improve teachers? quality 43 HYPERLINK \l _TOC_250005 Chapter Seven Conclusion 44 HYPERLINK \l _TOC_250004 Conclusion of the research 44 HYPERLINK \l _TOC_250003 Limitations of the research and suggestions for further study 44 HYPERLINK \l _TOC_250002 Bibliography 46 HYPERLINK \l _TOC_250001 Appendix 49 HYPERLINK \l _TOC_250000 Acknowledgements 57 攻读学位期间发表的学术论文..................................................................................58 Abstract Writing is one of the most important means for people to communicate and also a necessary skill for EFL learners to master. At present the English writing situation in senior high schools is not optimistic. Although many scholars and English teachers have racked their brains in it, the effect is not obvious and the students? writing has never reached the satisfactory result. There exist two problems in Senior High school writing teaching: 1) some teaching methods are no longer suitable today; 2) the students are not interested in English writing and even afraid of writing a composition. What they will do is just to translate the Chinese idea into English, let alone the theme, structure or creativity.