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College English writing in China has been faced with at least three problems: marginalization, poor input and reducing participation of the teacher. Considering these problems, the author introduced listening in the teaching of College English writing and this strategy has developed into an integrated approach: The Listen-to-Write Approach. In this paper, the author gives a complete and comprehensive definition to the Approach and has a detailed study of its essentials, including EFL classroom teaching, the intensification of listening, the assistance by computer technology, and the orientation to classroom teaching as a cognitive process. Finally, the author presents an overview of the Approach by analyzing its strengths and weaknesses, which helps readers to make their own decisions on it.

The Listen-to-write Approach Proposed for EFL Teachers of College English in China: Definition and Its Essentials