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AStudyontheApproachofSentence CombininginSeniorHighSchoolEnglishWritingClass LiuZhenhaiProf YanPing Supervisor Contents ChapterOneIntroductionChapterTwoLiteraturereviewChapterThreeResearchmethodologyChapterFourDatacollectionandanalysisChapterFiveConclusion ChapterOneIntroduction 1 1CurrentsituationofEnglishwritingteachinginSeniorHighSchoolTable1MeanT unitlengthinthestudents writingeachphase ChapterOneIntroduction 1 2PurposeofthestudyThethesisisanattemptedefforttoseewhethersentence combiningapproachcanimprovestudents syntacticmaturityinhighschoolEnglishwritingclass ChapterTwoLiteraturereview 2 1ThestudyofimprovingEnglishwritingabilitythroughsentence combiningathomeandabroad2 2DefinitionofT unit2 3Definitionofsentence combining2 4Theoreticalbasisofsentence combiningapproach2 5ThreemajorcontrastsbetweenEnglishandChinesesentencestructures2 6SentencepatternsofEnglishwritings ChapterThreeResearchmethodology Hypotheses1 Whatareseniorstudents attitudestowardssentence combiningapproach 2 Whatistheeffectofsentence combiningonsyntacticmaturity ChapterThreeResearchmethodology SubjectsThesubjectsoftheexperimentsarestudentsofGrade3inSuizhongLiweiSeniorHighSchool Therearefourclasses 265studentsparticipateinthisstudy andtheyareClassA ClassB ClassCandClassD Thelatestfinalexaminationshowsthereisnosignificantdifferenceintermsoftheirover allEnglishlevel Afterallthepre testpassageswerehandedin thenumberofmeanwordsperT unitwascalculated Weremovetheclassesofthehighestandthelowestscore Sotheresttwoclassesarerandomlyassignedastheexperimentalgroupandthecontrolgroup 70studentsinClassAarerandomlyassignedastheexperimentalgroupwhoreceivessentence combiningapproachand65studentsinClassBarerandomlyassignedasthecontrolgroupwhoreceivestraditionalteachinginclass ChapterThreeResearchmethodology ResearchinstrumentsWritingtestsT unitlengthQuestionnaireInterview ChapterThreeResearchmethodology ProceduresPre testTeachingproceduresPost test ChapterFourDatacollectionandanalysis 4 1DataanalysisofwritingtestsDataanalysisofthelengthofT unitinpre testpaper ChapterFourDatacollectionandanalysis DataanalysisofthelengthofT unitinpost testpaper ChapterFourDatacollectionandanalysis 4 2Dataanalysisofquestionnaire ChapterFourDatacollectionandanalysis ChapterFourDatacollectionandanalysis 4 3AnalysisofinterviewAninterviewhasbeencarriedoutaftertheexperiment Acasualtalkhasbeenarrangedintheteacher sofficeandsomestudentsareinvitedtotakepartindiscussingtheirstudiesinschool confiningnotexclusivelytoEnglishlearning TheteacheralsotriestofirstintroducetopicsconcerningstudiesinothersubjectsandthengraduallyshiftstotalkaboutthenewteachingmodelinEnglishlearningafterthosestudentshavereducedtheirtensionsandbegantofeelfreetotalk ChapterFiveConclusion 5 1Majorfindings1 Theaimofquestionnaireusedafterpost testistoinvestigatetheexperimentalsubjects interests attitudes theirmotivationtowardssentence combiningapproach requirementsandtheiropinionsonthecurrentwritingteachingmethodtheyreceived Allanalyticalresultscometothepointthatthenewteachingmodel sentence combiningisamoreeffectivewaytoimprovethestudents syntacticmaturitythantraditionalwritingteaching Throughtheinterview weknow thereissignificantdifferencebetweenexperimentalgroupandcontrolgroupintheattitudes motivationandcognitivelevelforsentence combining 2 Thereissignificantdifferencebetweenexperimentalgroupandcontrolgroupinsyntacticmaturity theT unitlengthofexperimentalgroupishigherthancontrolgroup ChapterFiveConclusion 5 2Limitationsofthestudy1 Althoughtheexperimentalgroupandcontrolgrouparerandomlyassigned itisalsodifficulttoavoidotherfactorsinterferingwiththelearningprocessandtheresults 2 Thesamplesofthesubjectsarenotlargeenough 3 Accordingtotheinstructorinvolvedintheexperiment afewstudents especiallythosewithpoorEnglish refusedtowritecompositionandasaresulttheydidnotmakemuchprogressinwriting 4 Tomaintainthewritingteachinginitspropersequenceandcontinuityisofgreatsignificanceforgettingthereliabledata Thepresentexperimenthasbeencarriedonlyforsixmonths Oneortwoacademicyearisrecommended ChapterFiveConclusion 5 3Implicationforthestudy1 Designingwritingtasksisalsoanessentialfactorinthepresentstudy Itcanhelparousetheinterestsandmotivationsofthestudentsifhandledproperly 2 Whenwritingistaughttogetherwithspeaking readingandlistening itwillbemoreproductive Ifonestudentisgoodatspeakingorlisteningorreading he sheissuretohavedonebetterinwriting 3 Whendoingsentence combiningexercises theteachersmustrepeatthestructuresofthefivedifferentkin
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