英语写作教学的干预时机对作文篇数的制约

Impact of Intervention Occasion on the Number of Composition Assignments in Teaching English Writing

受到Izumi的有关二语习得最佳干预点讨论的启发,通过实验的方法对英语写作教学中的多稿法和修改法进行比较,以考察教师在不同的时机进行干预对学习者写作水平的影响。结果表明:多稿法比修改法有效。

Inspired by Isumi’s argument that Output 1 is the optimal intervention point （OIP） in Second Language Acquisition,this paper designs an experiment and sets out to compare two methods in teaching English writing,namely the mass assignment approach and the multiple draft approach,so as to determine the impact of different intervention occasions on learners’ writing performance. Results show that the multiple draft approach is more effective than the mass assignment approach.