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1、A Study on the Approach of Sentence-Combining in Senior High School English Writing Class Liu Zhenhai Prof. Yan Ping，Supervisor Contents Chapter One Introduction Chapter Two Literature review Chapter Three Research methodology Chapter Four Data collection and analysis Chapter Five Conclusion Chapter
2、 One Introduction 1.1 Current situation of English writing teaching in Senior High School Table 1 Mean T-unit length in the students writing each phaseChapter One Introduction 1.2 Purpose of the study The thesis is an attempted effort to see whether sentence-combining approachcan improve students sy
3、ntactic maturity in high school English writing class.Chapter Two Literature review 2.1 The study of improving English writing ability through sentence-combining at home and abroad 2.2 Definition of T-unit 2.3 Definition of sentence-combining 2.4 Theoretical basis of sentence-combining approach 2.5
4、Three major contrasts between English and Chinese sentence structures 2.6 Sentence patterns of English writings Chapter Three Research methodology Hypotheses 1. What are senior students attitudes towards sentence-combining approach? 2. What is the effect of sentence-combining on syntactic maturity?
5、Chapter Three Research methodology SubjectsThe subjects of the experiments are students of Grade 3 in Suizhong Liwei Senior High School. There are four classes, 265 students participate in this study, and they are Class A, Class B, Class C and Class D. The latest final examination shows there is no
6、significant difference in terms of their over- all English level. After all the pre-test passages were handed in, the number of mean words per T-unit was calculated. We remove the classes of the highest and the lowest score. So the rest two classes are randomly assigned as the experimental group and
7、 the control group; 70 students in Class A are randomly assigned as the experimental group who receives sentence-combining approach and 65 students in Class B are randomly assigned as the control group who receives traditional teaching in class. Chapter Three Research methodology Research instrument
8、s Writing tests T-unit length Questionnaire InterviewChapter Three Research methodology Procedures Pre-test Teaching procedures Post-test Chapter Four Data collection and analysis 4.1 Data analysis of writing tests Data analysis of the length of T-unit in pre-test paper Chapter Four Data collection
9、and analysis Data analysis of the length of T-unit in post-test paperChapter Four Data collection and analysis 4.2 Data analysis of questionnaire Chapter Four Data collection and analysisData distribution of the questionnaire0.00%10.00%20.00%30.00%40.00%50.00%60.00%70.00%12345678910itempercentageA E
10、GB EGC EGD EGChapter Four Data collection and analysis 4.3 Analysis of interview An interview has been carried out after the experiment. A casual talk has been arranged in the teachers office and some students are invited to take part in discussing their studies in school, confining not exclusively
11、to English learning. The teacher also tries to first introduce topics concerning studies in other subjects and then gradually shifts to talk about the new teaching model in English learning after those students have reduced their tensions and began to feel free to talk. Chapter Five Conclusion 5.1 M
12、ajor findings 1) The aim of questionnaire used after post-test is to investigate the experimental subjects interests, attitudes, their motivation towards sentence-combining approach, requirements and their opinions on the current writing teaching method they received. All analytical results come to
13、the point that the new teaching model -sentence combining is a more effective way to improve the students syntactic maturity than traditional writing teaching. Through the interview, we know, there is significant difference between experimental group and control group in the attitudes, motivation an
14、d cognitive level for sentence -combining. 2) There is significant difference between experimental group and control group in syntactic maturity; the T-unit length of experimental group is higher than control group. Chapter Five Conclusion 5.2 Limitations of the study 1. Although the experimental gr
15、oup and control group are randomly assigned, it is also difficult to avoid other factors interfering with the learning process and the results. 2. The samples of the subjects are not large enough. 3. According to the instructor involved in the experiment, a few students, especially those with poor E
16、nglish, refused to write composition and as a result they did not make much progress in writing. 4. To maintain the writing teaching in its proper sequence and continuity is of great significance for getting the reliable data. The present experiment has been carried only for six months. One or two academic year is
