esa写作教学模式在高中英语教学中的实验研究学科教学·英语专业毕业论文.docxVIP

AbstractWriting Abstract Writing is a creative output metal process，which reflects obj ective things，expresses thoughts and feelings，delivers knowledge information by language symbols．Since the beginning of the 20th century,from the initial attention on product approach to emphasis on process approach in English writing teaching，it has shown US that researches on how to learn English，rather than how to teach English，are becoming more and more popular among scholarsandresearchers(Ellis，1994)．Learners’participation，motivation，aswellastheir autonomy in the writing process are the vital points to ensure efficient writing classroom． However,there are some problems exist in current English writing teaching in high school， such as low interest and passive writing motivation，inefficiency in English writing classroom， their low writing level and SO on．Therefore，adopting effective writing teaching methods and building efficient teaching models in high school seem particularly necessary． In 1 998，combined with the language input and output hypothesis，the famous British linguist Harmer put forward the ESA theory．ESA teaching model is based on the language input and output hypothesis，which attaches equal importance to the writing process input and writing product output．This teaching model is able to provide high school students with authentic context to cause their desire for knowledge，and help them to choose useful information to improve their writing level and cultivate their creative thinking．This is what we need to in English writing． This study bases on the author’S educational teaching practice in high school in Hebei province．It contains students in two parallel classes which are taught by the author． Questionnaire and writing tests are the research instruments．The research questions are as follows： 1．Does ESA teaching model improve senior students’English writing motivation? 2．Is ESA teaching model more effective in improving senior students’writing level? First of all，