An Empirical Study on Improving Chinese English Majors’ Writing Ability in Argumentative Essays

Heard read and write four English learning to master the basic skills which the writing is the primary means to measure students 'language output capability and the ability to use the mark students' English proficiency is also a measure of the standard of teaching effectiveness. Argumentative Writing students during school and embark on society are often encountered in the genre, especially all kinds of English tests, the most common test to genre. At the same time, argumentative, is also the most difficult to master of the genre, compared with the other three themes for the accuracy of the language and the logic of the more demanding. Many previous studies have shown that the Argumentative Writing of English Majors in China, there are many problems. In view of talking about the importance of the Writing of English Majors English Argumentative Writing difficulties, the paper has put forward the idea of ??an experimental writing teaching mode, this teaching of English writing modes including Pham Van reading imitate writing, language style conversion and freelance writing four training phase. It is rich and fulfilling It draws on the traditional mode of teaching the essence of the traditional mode of teaching and their lack of improvement. Research questions of this thesis: 1) This writing approach can improve the ability of learners of English Essay Writing? 2) the extent to improve learners' English argumentative writing skills? 3) whether the teaching method is able to improve learners' interest in writing, whether this pedagogy satisfaction than traditional teaching mode? writer selected from Shijiazhuang Foreign Language Vocational College sophomore English major, two natural classes, a total of 64 English students conducted a 12-week teaching experiment. The two classes were experimental class (EC) and Control Ban (CC), prior to the experiment carried out two classes in age and writing ability, interest in writing was no significant difference. During the test, the experimental class teaching mode, use this study experimental writing control class using the traditional method of teaching. The results show that, in the three-month experiment, the experimental study writing teaching mode 1) to improve students' English Argumentative Writing ability (P = 0.000 lt; 0.05); 2) to improve student the validity of the writing is much higher than the traditional mode of teaching (experimental class t = -17.168 control class = -8.753); 3) This teaching mode also improve students' English Argumentative Writing interest (48% of the experimental class 32% of the controlling class), student satisfaction for this teaching method is significantly higher than the traditional mode of teaching (experimental class 82% control 58% of the classes). In this study, a similar study has referential significance, but also can provide a reference for the teachers and students of English Writing. But due to the limitations of the experimental time and conditions, the results of this study has some limitations, there are many issues to be further studied.