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Li, X. P. (2014). Chinese Research on EFL Writing Teaching in the Past 5 Years: Based on the Statistics and Analysis of Language Authoritative Journals From 2009 to 2013. Studies in Literature and Language, 9 (3), 77-85.

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Article

“Three Dimensional” Model in the Teaching Design of College English Writing in China - A Case Study of “Memo”

1Foreign Language College, Changsha Normal University, Changsha, China


Journal of Linguistics and Literature. 2019, Vol. 3 No. 1, 19-28
DOI: 10.12691/jll-3-1-4
Copyright © 2019 Science and Education Publishing

Cite this paper:
Xi-ping Li. “Three Dimensional” Model in the Teaching Design of College English Writing in China - A Case Study of “Memo”. Journal of Linguistics and Literature. 2019; 3(1):19-28. doi: 10.12691/jll-3-1-4.

Correspondence to: Xi-ping  Li, Foreign Language College, Changsha Normal University, Changsha, China. Email: 785548723@qq.com

Abstract

As an indispensable and most difficult part of language acquisition, writing teaching and learning has been long perplexing language teachers and learners even in the first language. Therefore, it is a consensus that the pursuit of efficiently improvement of students’ English writing competence is widely regarded as one of the most difficult tasks in English teaching in China. Based on her own experience and practice in the aspect of teaching design, the author proposes the framework of a “three dimensional” model as well as its application in the teaching of EFL College English Writing so as to cultivate the learners’ all-round writing skills. This study is devoted to reveal if “Three Dimensional” Model can serve as an effective countermeasure of learning dilemma based on empirical research. Result of contrastive analysis and survey shows: 1) it is helpful to cultivate the learner`s comprehensive writing knowledge. 2) it can effectively enhance the learner`s communicative writing competence. 3) it can greatly enhance the efficiency, validity and reliability of the assessment and feedback. 4) it can effectively reduce the teacher`s workload and the student`s writing anxiety.

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