Research on Teaching College English Writing Based on Length Approach Learning Strategy

DOI

10.2991/icesame-16.2016.287How to use a DOI?

Keywords

Length Approach; Strategies Based Instruction; Writing Ability; English Proficiency

Abstract

The aim of this research is to see whether Long Approach can improve non English majors' writing proficiency. The effect of the Length Approach, a method, encourages students to write as long as possible and on the effect of Strategies Based Instruction on language learning. The findings of the research shows that writing as a form of output can really improve accuracy as well as fluency. From the findings, we can see that writing long compositions provides students more opportunities to try to output new language forms and structures as L2 learners stretch their language to meet communicative needs. What's more, the findings suggests that with SBI used as an auxiliary part of the teaching method, the Length Approach, can actually improve the students' writing ability and English proficiency, and enhance the students' interests in writing as well.

Copyright

© 2016, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Yushuang Zhu
PY  - 2016/03
DA  - 2016/03
TI  - Research on Teaching College English Writing Based on Length Approach Learning Strategy
BT  - Proceedings of the 2016 International Conference on Education, Sports, Arts and Management Engineering
PB  - Atlantis Press
SP  - 1361
EP  - 1365
SN  - 2352-5398
UR  - https://doi.org/10.2991/icesame-16.2016.287
DO  - 10.2991/icesame-16.2016.287
ID  - Zhu2016/03
ER  -