Acknowledgements | 第1-5页 |
Abstract | 第5-7页 |
Synopsis | 第7-14页 |
Chapter One Introduction: A Review of FL Education in China | 第14-22页 |
1.1 A review of FL teaching research in China | 第14-16页 |
1.2 Existing problems in our writing pedagogy | 第16-18页 |
1.3 The aim of the thesis | 第18-19页 |
1.4 The structure of the thesis | 第19-21页 |
1.5 Summary | 第21-22页 |
Chapter Two An Overview of the Length Approach | 第22-31页 |
2.1 Definition | 第22页 |
2.2 Pedagogical ideologies | 第22-26页 |
2.3 Measures of implementation | 第26-28页 |
2.4 Scholar appraisal | 第28页 |
2.5 Empirical studies | 第28-29页 |
2.6 Summary | 第29-31页 |
Chapter Three The Western L2 Writing Theory and the Length Approach | 第31-44页 |
3.1 Brief history of composition studies | 第31-32页 |
3.2 A sketch of the western L2 writing theory | 第32-38页 |
3.3 The expressionist approach and the Length Approach | 第38-41页 |
3.4 The cognitive approach and the Length Approach | 第41-42页 |
3.5 Summary | 第42-44页 |
Chapter Four The Notion of "Writing to Learn" and the Length Approach | 第44-60页 |
4.1 The value of writing | 第44-47页 |
4.2 Evolution of writing pedagogy | 第47-49页 |
4.2.1 Product-oriented approach | 第47页 |
4.2.2 Process-oriented approach | 第47-48页 |
4.2.3 Genre-oriented approach and process-genre-oriented approach | 第48-49页 |
4.2.4 Integration of product-process approach | 第49页 |
4.3 The assumption behind the Length Approach-the notion of "writing to learn" | 第49-59页 |
4.3.1 The notion of "writing to learn" | 第49-55页 |
4.3.1.1 Definition | 第50-52页 |
4.3.1.2 The relationship between writing and learning | 第52-53页 |
4.3.1.3 Writing as heuristic in learning | 第53-55页 |
4.3.2 The Length Approach as a model of "writing to learn" | 第55-59页 |
4.3.2.1 Conceptual changes | 第55-58页 |
4.3.2.2 Constraints on the implementation of the Approach | 第58-59页 |
4.4 Summary | 第59-60页 |
Chapter Five Conclusion: Implications for Our FL Teaching and Further Study | 第60-66页 |
5.1 Implications for our FL teaching research | 第60-63页 |
5.2 Further study | 第63-66页 |
Bibliography | 第66-68页 |