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ding to the information processing theory,O’Malley and Chamot (2001) have divided learning strategies into meta-cognitive strategies,cognitive strategies and social affective strategies.Being a sort of learning strategy, retelling strategy plays an important role in both Englishteaching and learning. Up till now, various definitions of retelling strategy have been proposedand interpreted by linguists and researchers who have their own comprehensions about this term.Here is a main introduction of some typical definitions as follows.“Retell” refers to “telling (a story) again in a new way or different languages” in Longmancontemporary English-Chinese dictionary. Retelling can also mean post-reading or post-listeningrecalls in which readers or listeners tell what they have remembered either in speaking or inwriting (Cohen, 2000). What’s more, retelling is an indicator of learners’ understanding.Cambourne (1988) regards it as a means of assessment in his book The Whole Story. He indicatesthat the effective language learners should achieve the following retelling demands.
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2.2 Theoretical Foundations of Retelling Strategy
In this part, it mainly demonstrates the theoretical foundation which is partially the basis ofretelling strategy, including Information Processing Theory represented by Atkinson and Shiffrinand Flower and Hayes’s Cognitive Process Theory. Information Processing Theory is a cognitive theory of learning that describes theprocessing, storage, and retrieval of knowledge in mind.Information constantly enters our minds through our senses. Most of this information soondisappears, and we may never even be aware of that. Certain information is stored in ourmemory for a very short time and then forgotten. However, a number of information is stillretained for a longer time, perhaps for the rest of lives. How does this process help studentsretain critical information? The question has been addressed by cognitive learning theorists andthat has led to Information Processing Theory, a dominant theory in learning and memory sincethe mid-1970s. (Slavin, 2004)Research on human memory has helped theorists to explain why certain information isremembered or forgotten by learners. This process, usually regarded as Atkinson-Shiffrin modelof information processing (Atkinson & Shiflrin, 1968), which dominated in the 1970s andthe1980s is illustrated in Figure 2.1. (Slavin, 2004)
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Chapter Three Research Methodology........25
3.1 Research Questions ......... 25
3.2 Subjects .........25
3.3 Instruments ....26
3.4 Procedures..... 28
3.5 Data Collection ......... 35
Chapter Four Results Analysis and Discussion...... 36
4.1 Results and Data Analysis of Pre-test, Mid-test..... 36
4.2 Results and Data Analysis of Content, Organization...... 44
4.3 Results and Data Analysis of Writing Assignments........ 50
4.4 Results and Data Analysis of Questionnaire ........ 52
4.5 Discussion ..... 53
Chapter Five Conclusion ...... 55
5.1 Major Findings.... 55
5.2 Pedagogical Implications ...... 56
5.3 Limitations of the Study........ 59
5.4 Suggestions for Further Research ..... 60

Chapter Four Results Analysis and Discussion

4.1 Results and Data Analysis of Pre-test, Mid-test and Post-test in EC and CC
After each test, the author col本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。