Abstract
English writing plays an important role in English learning. However, the situation of English writing among English majors is not optimistic. Therefore, this essay aims to find out the situation of English majors’ using writing strategies and then provide some suggestions for teachers in English writing teaching and for students in English writing learning through the analysis of students’ usage of English writing strategies.
According to O’Malley and Chamot, learning strategies can be divided into three main categories: metacognitive strategies; cognitive strategies; social/affective strategies. And then a questionnaire is developed. The subject of this questionnaire is fifty English majors from Yancheng Teachers’ University.
Through the analysis of the questionnaire, it is found that students know little about the writing strategies. And in the process of writing, students can only use a few writing strategies in their writing. For metacongnitive strategies and social/affective strategies, the use of them is especially far from satisfaction.
From the conclusions above, some suggestions are put forward for teachers and students in writing strategies. For teachers, they can increase the consciousness of teaching students writing strategies and pay attention to the development of students’ writing habits. For students, firstly, they can improve their knowledge of English writing, such as reciting some good English words, phrases and sentences. Secondly, they can consciously apply some writing strategies in their writings. Finally, they can keep a diary and read some English books everyday to form good writing habits.
Key words: English writing; English writing teaching; English writing strategies
Contents
Abstract
摘要
1 Introduction-1
1.1-Background information-1
1.2-Objectives and significance-2
1.3-Organization of this essay-3
2 Literature Review-3
2.1-Writing-3
2.2-Writing strategies-4
2.3-Classification of writing strategies-5
3 Research Design-6
3.1-Research problems-6
3.2-Research subjects-6
3.3-Research methods-7
4 Data Collection and Analysis-7
4.1-Data collection-8
4.2-Data analysis-8
5 Major Findings and Pedagogical Suggestions-13
5.1-Major findings-13
5.2-Suggestions for students and teachers-13
6 Conclusion-15
References-16
Appendix-17
