Chapter One Introduction
1.1 Research Background
With the development of the international communication, it is more and more urgent forEnglish teachers to improve the students’ general proficiency in listening, speaking, reading,and writing. However, among them writing is rather difficult for students to be improved. Moststudents feel that writing has been their weak point in English learning for a lasting period. Toimprove the students’ proficiency of English writings, lots of linguists and experts in Chinahave made a series of extensive and deep researches and discussions in recent years.As to teaching approaches in writings, at present there are usually the following ones.They are called process approach, product approach, genre approach and process-genreapproach. The process approach insists that teachers help the students understand the wholeprocess and carry out student-centered classroom activities. By this way, the students cancultivate their own self-consciousness. The product approach focuses on the aspects ofcompetence, especially vocabulary, syntax and appropriate cohesion (Pincas, 1982). The genreapproach emphasizes expanding the students’ various communicative goals and the structuresof different genres. The process-genre approach is usually used to strengthen the students’writing skills and at the same time improve the students’ discourse constructing abilities fromthe aspects of the writing content, goal and the language competence.Within the above four teaching approaches, the product approach plays an important rolefor a long period. It mainly judges consequences according to the final edition of the writingand is not very helpful for students to improve their writing proficiency. The process approachis from America. Since the 1980s, it has been introduced and applied in classroom instruction inChina. The emphasis of the pedagogic research has been converted from beingteaching-centered to being learning-centered. Teachers no more think of a composition withfewer mistakes to be a good one. By using process approach into class, teachers usually takepreparations, ideations, expressions and modification into consideration. In this way, thestudents can discover, analyze and solve the problems when writing.Generally speaking, when the college students are required to write something, they areusually not good at using the language materials and can not express their thoughts accuratelyand fluently. Besides that, they are not familiar with the ways of thinking in English. Usuallywhat they do is just to translate their ideas from Chinese into English, which are not native-like(He, 2017). In their writings, there are various problems. So it is urgent for the teachers to takemeasures to improve the students’ English writing ability.
1.2 Purpose and Significance of the Study
Before writing the thesis, the author was teaching College English lessons to sophomores.The five years of teaching experience made the author realize that most of students feel painfulwhen asked to write compositions. What kinds of errors usually occur in their writings? Whatkind of method would be effective to facilitate their writing proficiency? How should theclassroom activities be organized? It is the direct motivation and purpose of the thesis to searchfor the answers to these questions.On the other hand, many linguists and experts have suggested that the lexical-chun，英语论文题目，英语毕业论文 |
