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A Comparative Study on Effects of Product Approach and Length Approach to Chinese EFL Writing

Author: SangBaoCai
Tutor: ChuJun
School: University of Electronic Science and Technology
Course: Foreign Linguistics and Applied Linguistics
Keywords: Product Approach Length Approach Writing ability
CLC: H319
Type: Master's thesis
Year: 2009
Downloads: 136
Quote: 0
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Abstract


Product Approach (PA) is a prevailing approach to EFL writing teaching in Chinese schools at any level. Recently, Length Approach (LA) has drawn more and more scholars’attention since it was proposed by Wang Chuming et al in 2000. A repertoire of theoretical and empirical studies was carried out since then. However, it is known that the teaching objects as well as the learning context should be coupled with while employing a teaching method. So the present study investigated the effects of these two approaches on Chinese EFL learners with high and low writing abilities. The purpose is to discover which approach is more suitable for learners with different abilities and can improve the learners’writing ability and ultimately increase their overall level of English ability. In the study, pre- and post-tests, questionnaires and interviews were adopted to collect the first-hand data and to examine the different effects of PA and LA on the learners with high and low writing abilities. The results show that both the subjects with high writing ability and those with low writing ability benefit more from the LA than from the PA. The study suggested that LA, as an indigenized approach to English language teaching with Chinese characteristics, is contributory to the growth of the learners with both high and low writing abilities and should be employed as one of the effective methods for Chinese EFL English teaching reform.

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CLC: > Language, writing > FOREIGN > English > Language teaching
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