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An Experimental Study on Experiential English Writing

Received: 3 December 2015     Published: 3 December 2015
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Abstract

Experiential English writing teaching is a method which is based on the principles of student-orientation and task-base. Through the concrete experience and cooperation, it aims to help students find the principles of English writing and apply them to the practical writing. The keys of experiential English writing lie in the design of experiential situations and reflect the principles of communicative teaching. The paper briefly introduces the theory of Experiential Learning, puts forward a new method of experiential English writing, and expounds its connotation and main stages. The results show that the experiential English writing method can stimulate students’ interests in English writing, enhance their communicative ability, choose the suitable words and sentences and expand the writing contents, which is superior to the traditional product writing method. It is considered as a newly effective writing method.

Published in Education Journal (Volume 4, Issue 5)
DOI 10.11648/j.edu.20150405.31
Page(s) 315-319
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2015. Published by Science Publishing Group

Keywords

Innovative Writing Method, Experiential English Writing, Main Stages

References
[1] Du Aihong. A Study on the Application of Meta-cognition in College English Writing [J]. China Adult Education, 2008,(6).
[2] Kolb David A. Experiential Learning: Experience as the Source of Learning and Development [M]. London: Pearson Education Inc, 1984.
[3] Niu Xiao. On the Effects of Economic Principles on College English Writing Teaching [J]. Theory and Practice of Education, 2014, (6).
[4] Shao Jirong. Effects of Task Type and Task Condition on EFL Writing [J]. Foreign Language Teaching, 2003, (2).
[5] Wang Chuming, An Experiment on English Writing [J]. Foreign Language Teaching and Research, 2000, (3).
[6] Wu Hongyun. An Empirical Study on the Meta-cognition Theory as a Second Language [M]. Beijing: Foreign Language Teaching and Research Press, 2006.
[7] Wu Jin, Zhang Zaixin. A New Study on English Writing Teaching [J]. Foreign Language Teaching and Research, 2000,(3).
[8] Wang Wenyu, Wang Lifei. The Research on Writing as a Second Language [J]. Foreign Language World, 2004, (3).
[9] Yang J, Yu X. The Impacts of Reading on Language Development in L2 Writing [R]. Beijing: Beijing Foreign Studies University, 2011.
[10] Yang Yonglin, Luo Lisheng. Experiential English Writing: A System Based on Digital Teaching Theory [J]. Computer-Assisted Foreign Language Education, 2004, (4).
[11] Yi Jingshu. College English Writing Teaching and Empathy Experience [J]. Zhejiang Ocean University, 2005, (3).
[12] Zhang Lian. The Construction of Interactive Mechanism Between the Reform of English Major Curriculum and Teachers’ Development ---- Students of BFSU College As an Example [J]. Foreign Languages and Their Teaching, 2013, (3).
[13] Zheng Yaofei, Chen Songqin. A Study of College English Writing Chains Based on Genre Theories [J]. Higher Education Exploration, 2014, (1).
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    Hu Qingkun. (2015). An Experimental Study on Experiential English Writing. Education Journal, 4(5), 315-319. https://doi.org/10.11648/j.edu.20150405.31

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    Hu Qingkun. An Experimental Study on Experiential English Writing. Educ. J. 2015, 4(5), 315-319. doi: 10.11648/j.edu.20150405.31

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    Hu Qingkun. An Experimental Study on Experiential English Writing. Educ J. 2015;4(5):315-319. doi: 10.11648/j.edu.20150405.31

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  • @article{10.11648/j.edu.20150405.31,
      author = {Hu Qingkun},
      title = {An Experimental Study on Experiential English Writing},
      journal = {Education Journal},
      volume = {4},
      number = {5},
      pages = {315-319},
      doi = {10.11648/j.edu.20150405.31},
      url = {https://doi.org/10.11648/j.edu.20150405.31},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.edu.20150405.31},
      abstract = {Experiential English writing teaching is a method which is based on the principles of student-orientation and task-base. Through the concrete experience and cooperation, it aims to help students find the principles of English writing and apply them to the practical writing. The keys of experiential English writing lie in the design of experiential situations and reflect the principles of communicative teaching. The paper briefly introduces the theory of Experiential Learning, puts forward a new method of experiential English writing, and expounds its connotation and main stages. The results show that the experiential English writing method can stimulate students’ interests in English writing, enhance their communicative ability, choose the suitable words and sentences and expand the writing contents, which is superior to the traditional product writing method. It is considered as a newly effective writing method.},
     year = {2015}
    }
    

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  • TY  - JOUR
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    AU  - Hu Qingkun
    Y1  - 2015/12/03
    PY  - 2015
    N1  - https://doi.org/10.11648/j.edu.20150405.31
    DO  - 10.11648/j.edu.20150405.31
    T2  - Education Journal
    JF  - Education Journal
    JO  - Education Journal
    SP  - 315
    EP  - 319
    PB  - Science Publishing Group
    SN  - 2327-2619
    UR  - https://doi.org/10.11648/j.edu.20150405.31
    AB  - Experiential English writing teaching is a method which is based on the principles of student-orientation and task-base. Through the concrete experience and cooperation, it aims to help students find the principles of English writing and apply them to the practical writing. The keys of experiential English writing lie in the design of experiential situations and reflect the principles of communicative teaching. The paper briefly introduces the theory of Experiential Learning, puts forward a new method of experiential English writing, and expounds its connotation and main stages. The results show that the experiential English writing method can stimulate students’ interests in English writing, enhance their communicative ability, choose the suitable words and sentences and expand the writing contents, which is superior to the traditional product writing method. It is considered as a newly effective writing method.
    VL  - 4
    IS  - 5
    ER  - 

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Author Information
  • English Department, Anhui Sanlian College, Hefei, China

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