文摘
英文文摘
声明
Chapter One Introduction
Chapter Two Theoretical Framework
2.1 From Input to Output
2.1.1 Input Hypothesis
2.1.2 Output Hypothesis
2.1.3 Three Functions of Output
2.1.4 Interaction between Input and Output
2.2 Affective Factors
2.2.1 Attitude
2.2.2 Motivation
2.2.3 Self-confidence
2.2.4 Anxiety
Chapter Three Theories Related to Writing
3.1 Definitions of Writing
3.2 Writing and Learning
3.3 Length Approach and Its Meanings
3.3.1 Definition
3.3.2 Process from comprehension to output
3.3.3 Emotional channels for language acquisition
Chapter Four An Empirical Study of‘Writing to Learn’
4.1 Purpose of the Study
4.2 Research Questions
4.3 Participants
4.4 Instruments
4.4.1 Two English writing tests
4.4.2 Two final exams
4.4.3 Two questionnaires
4.5 Experimental Procedures
4.5.1 Inculcating students writing long to gain their acceptance
4.5.2 Using textbook to provide good language input
4.5.3 Designing assignment elaborately to inspire students' writing enthusiasm
4.5.4 Discussion before writing and self-evaluation, peer-evaluation after writing
4.5.5 Evaluation system and positive feedback
Chapter Five Data Analysis and Discussion
5.1 Length Approach for language writing awareness
5.2 Writing long for improving students' writing ability
5.3 Writing long for improving students' English proficiency
Chapter Six Conclusion
6.1 Implications and Suggestions
6.2 Limitations
6.3 Conclusion
Bibliography
Appendix
Acknowledgements
