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1、ActionResearchintoEffectiveEFLWritingTeachingModelinSeniorHighSchoolfromPerspectiveofOutput-DrivenHypothesisAThesisSubmittedinPartialFulfillmentoftheRequirementsfortheMaster’sDegreeByYangFengSupervisor:XuJunyiGuangzhouUniversityMay2018AbstractAswrittenEnglishplaysanin
2、creasinglyimportantroleinmodernsociety,bothteachersandstudentsgraduallyattachimportancetoEnglishwriting.However,theeffectivenessofEnglishwritingteachingintheseniorhighschoolisfarfromsatisfactory.Atpresent,conventionalEnglishwritingteachingmethodisstillpopularinseniorh
3、ighschool.Englishteachersspendmuchtimegradingandcorrectingstudents’Englishcompositions.However,studentscarenothingbuttheirscores.OnthebasisofOutput-drivenhypothesis,Inputhypothesis,andOutputhypothesis,anactionresearchisconductedwithanattempttoanswertwoquestions:1)What
4、’stheeffectiveEFLwritingteachingmodelbasedonoutput-drivenhypothesistoimprovestudents’writingabilityinseniorhighschool?2)TowhatextentcantheEFLwritingteachingmodelbasedonoutput-drivenhypothesishelpreduceseniorhighschoolstudents’writinganxiety?ThirtySeniorOnestudentsfrom
5、aseniorhighschool,BaiyunDistrictofGuangzhouparticipatedintheresearchlastingfortenweeksinall.Firstly,EnglishwritingdifficultiesandEnglishwritinganxietywereidentifiedbyinterview,questionnaireandtest.Then,thefirstcycleplanwasdrafted,thatis,areading-writing-revising-rewri
6、tingEnglishwritingteachingmodelwasemployed.Instrumentssuchastestandinterviewwereusedtoreflecttheresultsofthefirstcycle,basedonwhichthemodelwasmodified.Inthesecondcycle,reading-discussing-writing-revising-rewritingEnglishwritingteachingmodelwasapplied.Intheend,testandq
7、uestionnairewereutilizedtosummarizetheresultsofthesecondcycle.Theresultsoftheresearchshowthatreading-discussing-writing-revising-rewritingEnglishwritingteachingmodelisbettertoimproveseniorhighschoolstudents’Englishwritingability.Itisalsoeffectivetoreduceseniorhighscho
8、olstudents’Englishwritinganxietytolargeextent.Theimplicationsoftheresearcharethatteachersshouldselectrepresentativereadingma
