How to teach writing to students of relatively high Englishproficiency is a matter that may be regarded as a less important:subject by some people. Thus is not the case, however as thispaper comes up with the idea tha...How to teach writing to students of relatively high Englishproficiency is a matter that may be regarded as a less important:subject by some people. Thus is not the case, however as thispaper comes up with the idea that generic structures and languagefeatures of particular texts should be taught so as to achieve bet-ter results in senior writing courses.展开更多
Although a limited number of studies have been undertaken to support the argument that group discussion facilitates EFL writing, few studies have provided statistical proof for this. The present study was designed to ...Although a limited number of studies have been undertaken to support the argument that group discussion facilitates EFL writing, few studies have provided statistical proof for this. The present study was designed to compare the written work of two groups of Chinese students, in order to identify the differences in writing outcomes achieved with different teaching methods: conducting group discussions with the Experimental Group (EG) and teacher-dominance with the Control Group (CG). By comparing the two groups' written products and analyzing the sample writings and questionnaire results, the study suggests that group discussion facilitates students' writing better than traditional classes, in terms of content, readership and thinking patterns. [HJ][WTH3]展开更多
文摘How to teach writing to students of relatively high Englishproficiency is a matter that may be regarded as a less important:subject by some people. Thus is not the case, however as thispaper comes up with the idea that generic structures and languagefeatures of particular texts should be taught so as to achieve bet-ter results in senior writing courses.
文摘Although a limited number of studies have been undertaken to support the argument that group discussion facilitates EFL writing, few studies have provided statistical proof for this. The present study was designed to compare the written work of two groups of Chinese students, in order to identify the differences in writing outcomes achieved with different teaching methods: conducting group discussions with the Experimental Group (EG) and teacher-dominance with the Control Group (CG). By comparing the two groups' written products and analyzing the sample writings and questionnaire results, the study suggests that group discussion facilitates students' writing better than traditional classes, in terms of content, readership and thinking patterns. [HJ][WTH3]
