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Chapter One Introduction

1.1 Research Background
According to some previous research conducted in some vocational colleges, at presentmany vocational college students have trouble in their English learning, especially in Englishwriting. In addition, it has also become one of the most important goals for teachers to makestudents use English to express themselves fluently in foreign language teaching. Writing is auseful written form of communication to use languages to express one’s thoughts. Thus,enhancement of writing competence can also make student’s full development in other languageskills, such as listening, speaking and reading. However, there are many problems in currentteaching and learning of English writing in vocational colleges. Therefore, how to improvestudents’ English writing competence is a common challenge that most English teachers face invocational colleges.Therefore, the first problem is that the teaching of writing in practice has not been fully paidattention to. Writing ability is one of the basic skills that students must master in English learningincluding listening, speaking, reading, writing and translating. Most teachers still use thetraditional “teacher-centered” writing teaching mode. To be general, they first teach some writingskills in writing class, and then analysis the samples on some teaching materials. Afterwards,they let students imitate paradigm compositions to practice by themselves. At last, they collectstudents’ homework and make corrections or comments in class. From the current situation ofEnglish writing teaching, many students may get high scores in composition part of Englishexaminations, but if they, in some circumstances, are asked to write in English letters, abstract,meeting notice, etc., they may find it hard to be competent.
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1.2 Objectives of the Research
The main objective of this research aims to probe into the impact of the training of retellingstrategy on vocational college students’ writing ability with the theoretical framework of Flowerand Hayes’ cognitive process theory and Atkinson-Shiffrin’s information processing theorymodel among 72 vocational language learners who use textbook New Times College English II inShandong Radio and Television University. To be more particular, this thesis will explain thefeasibility and effectiveness of retelling strategy applied to vocational college students’ Englishwriting. So this research’s final goal is to generally answer the following three questions: First, do vocational college students really benefit from the training of retelling strategy onwriting competence?Second, what is the influence of the training of retelling strategy on vocational collegestudents’ English writing ability?Third, what effect does retelling strategy have on content, organization and language ofstudents’ compositions respectively?Fourth, can vocational college students make optimal use of retelling strategy in theirwritings?
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Chapter Two Literature Review

2.1 An Overview of Retelling Strategy
Before proceeding to this study, it is important to clarify the term learning strategies fromthe angle of psychology. According to Chamot (2001), learning strategies are techniques,approaches or deliberate actions that learners employ in order to facilitate their learning, recall ofboth linguistic and content area information. Accor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。