| Abstract | 第5-6页 |
| 摘要 | 第7-11页 |
| Chapter 1 Introduction | 第11-18页 |
| 1.1 Research background | 第11-14页 |
| 1.2 Research purpose | 第14页 |
| 1.3 Research significance | 第14-17页 |
| 1.4 Research organization | 第17-18页 |
| Chapter 2 Literature Review | 第18-38页 |
| 2.1 Previous studies on writing teaching model at home and abroad | 第18-23页 |
| 2.1.1 Teaching model based on the product-oriented writing approach | 第18-20页 |
| 2.1.2 Teaching model based on the process-oriented writing approach | 第20-22页 |
| 2.1.3 The PPP writing teaching model | 第22-23页 |
| 2.2 Previous studies on ESA teaching model in English teaching | 第23-28页 |
| 2.2.1 Studies on ESA teaching model abroad | 第23-26页 |
| 2.2.2 Studies on ESA teaching model at home | 第26-28页 |
| 2.3 The ESA writing teaching model | 第28-33页 |
| 2.3.1 Teaching procedures of ESA teaching model | 第29-31页 |
| 2.3.2 Significant features of ESA teaching model | 第31-33页 |
| 2.4 Theoretical framework | 第33-38页 |
| 2.4.1 The ESA theory | 第33-34页 |
| 2.4.2 The input hypothesis | 第34-36页 |
| 2.4.3 The output hypothesis | 第36-38页 |
| Chapter 3 Research Design | 第38-50页 |
| 3.1 Research plan | 第38-39页 |
| 3.2 Research questions | 第39-40页 |
| 3.3 Research subjects | 第40-41页 |
| 3.4 Research instruments | 第41-43页 |
| 3.4.1 Questionnaires | 第41-42页 |
| 3.4.2 Writing tests | 第42-43页 |
| 3.5 Research procedures | 第43-48页 |
| 3.5.1 Experimental stages | 第43-44页 |
| 3.5.2 Traditional writing teaching model in the control class | 第44-46页 |
| 3.5.3 ESA writing teaching model in the experimental class | 第46-48页 |
| 3.6 Data collection | 第48-49页 |
| 3.6.1 Students? motivation toward English writing teaching and learning byquestionnaires | 第48-49页 |
| 3.6.2 Students? writing achievements in the pre-test and post-test | 第49页 |
| 3.7 Data analysis | 第49-50页 |
| Chapter 4 Results and Discussions | 第50-61页 |
| 4.1 Effects of ESA model on students? motivation in English writing | 第50-55页 |
| 4.1.1 Students? motivation in English writing before the experiment | 第50-52页 |
| 4.1.2 Students? motivation in English writing after the experiment | 第52-54页 |
| 4.1.3 Discussion | 第54-55页 |
| 4.2 Effects of ESA model on students? English writing level | 第55-59页 |
| 4.2.1 Comparison of the experimental class and the control class in pre-test | 第55页 |
| 4.2.2 Comparison of the control class in pre-test and post-test | 第55-56页 |
| 4.2.3 Comparison of the experimental class in pre-test and post-test | 第56-57页 |
| 4.2.4 Comparison of the experimental class and the control class in post-test | 第57页 |
| 4.2.5 Discussion | 第57-59页 |
| 4.3 Students'attitudes toward the implement of ESA model | 第59-61页 |
| Chapter 5 Conclusion | 第61-65页 |
| 5.1 Major findings | 第61-62页 |
| 5.2 Major contributions | 第62-63页 |
| 5.3 Major limitations and further directions | 第63-65页 |
| Bibliography | 第65-69页 |
| Appendix Ⅰ The pre-experimental questionnaire | 第69-70页 |
| Appendix Ⅱ The post-experimental questionnaire | 第70-71页 |
| Appendix Ⅲ 2015年普通高考评卷英语作文评分标准 | 第71-72页 |
| Appendix Ⅳ Writing papers of the pre-test and post-test | 第72-73页 |
| Appendix Ⅴ 《普通高中英语课程标准》(实验稿)写作技能目标 | 第73-74页 |
| Appendix Ⅵ Test scores of the pre-test and post-test | 第74-75页 |
| Appendix Ⅶ Samples of students? writing compositions in EC | 第75-78页 |
| Acknowledgements | 第78页 |
