26 2012 2 * 10 6 1996 2002 2006 1996 2007 2004 2004 60 4 30 1998 2006 2006-2007 1. 1 * ' 2010 2011 254
2000 2005a 1999 3 2000 2004 2008 1. 2 2004 2005a 1. 3 1 2 3 4 5 4 2000 2004 2005a 1. 4 Izumi et al. 1999 Izumi & Bigelow 2000 2000 2005b 2004 2004 2004 2004 2005 2008 2004 16 12 3 1 2 3 2008 1. 5 2006 3 2005 2005c 2011 2. 1 2. 1. 1 255
26 2012 2 2004 2005b 6 2008 2. 1. 2 English as a Foreign Language English as a Second Language 2007 1 2007 Peter Elbow 1997 2004 13 2. 1. 3 + 4 2 1 2 2010 3. 4. 2 256
2. 1. 4 3 4 4 3 2. 2 2. 2. 1 HSK 10 4 2005 2005 257 3 4 3
26 2012 2 2006 5 2011 2. 2. 2 80 22 500 1200 15 200-400 22 5 2 2 5 6 2 1 3 2002 4 52000 13000 9 2. 2. 3 A. 5 http / /202. 116. 0. 161 /ihwxy /dmlxz /index. htm 258
/ HSK I 1 1 2 3 4 B. 20 20 = 400 3 2005 3 3 20 6 3 259 6 2011
26 2012 2 C. 2004 = 3 2004 100 4 96 88 A + B - D. 2-3 TESOL 5 10 4 E. 2. 2. 4 2005 2011 7 12 260 A.
1 B 7 126 1301 1348229 10. 33 10700 1036 C 5 123 1009 927301 8. 2 7539 919 7 12 249 2310 2275530 9. 28 9138 985 9. 28 9138 985 18277 10 2500 2007 B 55. 26 9903 2 30680 B. 6 1996 5 2 800 110 40% HSK HSK 6 35 400 C. 6 60 7 B C 261
26 2012 2 8 120 9 2008 6 3. 1 3. 2 3. 3 8 http / /www. hwjyw. com /jxyd /xzdp /index_6. shtml 262
3. 4 10% 2004 8 9 2000 2005a 1 2 3 2005 2006-2007 1 2 1 2 1 2 2004 3 263 9
26 2012 2 2008 3 2002 2006 1996 1998 2002 1996 2007 2007 2 2004 2004 2004 2005a 1 2005b 1 2005c 3 2006 5 2000 3 2011 4 2004 2005 3 2005 1 2004 2006 2011 2004 2008 2008 2 2004 2004 1996 2005 2010 4 Elbow P. 1997 High stakes and low stakes in assiging and responding to writing. In M. D. Sorcinelli & P. 264
Elbow eds. Writing to Learn Strategies for Assigning and Responding to Writing across the Disciplines 5-14. San Francisco Jossey-Bass Publishers. Izumi S. & M. Bigelow 2000 Does output promote noticing and second language acquisition TESOL Quarterly 34 239-78. Izumi S. M. Bigelow M. Fujiwara & S. Fearnow 1999 Testing the output hypothesis Effects of output on noticing and second language acquisition. Studies in Second Language Acquisition 21 421-52. On Length Approach and its Application in TCSL Writing Abstract Zong Shihai Zhu Xiaohong Liu Wenhui Length Approach a new concept in the theory of foreign language teaching was first put forward by Wang Chuming in 1999 and it has exerted a significant impact on foreign language teaching in China. This paper makes an overall introduction to this new concept of its basic principles and key points for implementation in foreign language teaching and then discusses in particular its application to TCSL writing. In the present study Length Approach has been used in Chinese writing teaching by our teaching group of ten. We constructed the model curriculum of Jinan University and compiled the experimental Length Approach textbook. It has achieved satisfactory results which was proved by the 6-year experience of applying this concept to teaching writing to overseas undergraduates and non-curricula non-academic students. The data from the questionnaire students compositions write after listening exercise diary the length and quality of writhing tests number and quality of published excellent writings etc. show that this approach is effective for intermediate-level basic writing. Key words Length Approach TCSL writing 510610 377 265