| 摘要 | 第1-5页 |
| Abstract | 第5-10页 |
| 1 Introduction | 第10-14页 |
| ·Existing Problems in EFL Writing Teaching in China | 第10-11页 |
| ·The Significance of the Study | 第11-13页 |
| ·Organization of the Thesis | 第13-14页 |
| 2 Literature Review | 第14-29页 |
| ·The Development of EFL Writing Teaching | 第14-17页 |
| ·Product Approach | 第15-16页 |
| ·Genre Approach | 第16-17页 |
| ·Task-based Approach | 第17页 |
| ·The Process Approach | 第17-24页 |
| ·The Definition of Process Approach | 第17-18页 |
| ·Theoretical Bases for Process Writing | 第18-22页 |
| ·Stages in Process Writing | 第22页 |
| ·Characteristics and Advantages of the Process Approach | 第22-24页 |
| ·The Length Approach | 第24-27页 |
| ·Definition of Length Approach | 第24页 |
| ·The Theoretical Bases of the Length Approach | 第24-25页 |
| ·Characteristics and Advantages of Length Approach | 第25-27页 |
| ·Summary | 第27-29页 |
| 3 A New Writing Teaching Model | 第29-45页 |
| ·The Assumption of the New Teaching Model | 第29-30页 |
| ·The Conception of "Write to Learn" | 第30-31页 |
| ·The Theoretical Basis of the New Teaching Model | 第31-36页 |
| ·Interactive Theory | 第31-32页 |
| ·The Input and Output Hypotheses in Second Language Learning | 第32-33页 |
| ·Social Constructivism | 第33-35页 |
| ·Affective Factors | 第35-36页 |
| ·The Teaching Procedures of the New Teaching Model | 第36-42页 |
| ·The Design of the Writing Tasks | 第36-37页 |
| ·The Stages of the New Teaching Model | 第37-42页 |
| ·Characteristics and Advantages of the New Teaching Approach | 第42-43页 |
| ·The Internalization of the Language Skills | 第42-43页 |
| ·Promoting of the Interaction | 第43页 |
| ·Increasing Confidence and Self-esteem | 第43页 |
| ·Summary | 第43-45页 |
| 4 Teaching Experiment | 第45-52页 |
| ·The Purpose of the Research | 第45页 |
| ·Research Questions | 第45页 |
| ·Subjects | 第45-46页 |
| ·Instruments | 第46-47页 |
| ·Two Questionnaires | 第46页 |
| ·A Pre-tests | 第46页 |
| ·Two Post-test | 第46-47页 |
| ·Procedures of the study | 第47-50页 |
| ·Before Experiment | 第47-48页 |
| ·During the Experiment | 第48-50页 |
| ·After the Experiment | 第50页 |
| ·Scoring and Analytic Methods | 第50-51页 |
| ·Summary | 第51-52页 |
| 5 Data Analysis and Discussion | 第52-59页 |
| ·Quantitative Data Collection | 第52页 |
| ·Data processing | 第52-58页 |
| ·Data from the Questionnaires | 第52-56页 |
| ·Data from the Pre-test and Interpretation | 第56页 |
| ·The Comparison of the 7 Times' Writing Tasks | 第56-57页 |
| ·Data from the First Post-test and Interpretation | 第57页 |
| ·Data from the Final Term Examination and Interpretation | 第57-58页 |
| ·Summary | 第58-59页 |
| 6 Conclusion | 第59-64页 |
| ·Findings | 第59页 |
| ·The Pedagogical Implications | 第59-62页 |
| ·An Ideal Way of Learning to Write | 第59-60页 |
| ·Make Good Use of Peer-response | 第60页 |
| ·Arouse Students' Motivation and Confidence of Learning | 第60页 |
| ·Shifting from Teacher-centered to Learner-centered Teaching Mode | 第60-61页 |
| ·Focusing More on Output-based Activities in EFL Teaching | 第61-62页 |
| ·Conclusion | 第62-63页 |
| ·Limitation | 第63-64页 |
| Bibliography | 第64-67页 |
| Appendix | 第67-69页 |
| 攻读学位期间发表的学术论文 | 第69-70页 |
| Acknowledgement | 第70-71页 |
