Chapter 1 Introduction
1.1 Background of the Present Study
正如我们所知，有四个技能，其中英语写作是一个富有语言能力的重要组成部分，它是紧密相连的其他三个技能，这是一个生产技能。由于努南（2017）指出，“在技能方面，连贯，英语论文题目，流畅，扩展一块写可能是在一种语言中最困难的事情吗？”所以这是很难发展。事实上，写作的话语是两种过程和产品（2017年Nattinger与DeCarrico）。通过组织到一个文本的句子，作家可以交换他的思想和想法的读者写作。但当前，与中国学生英语写作的一个严重的问题在于语言表达，这往往听起来很别扭或不明确的，然而，在日常的教学实践中，笔者发现许多英语系学生中存在的问题，比如他们的缺陷的能力略论问题，分心主题，词汇量不足，语言材料不全，废话，一句话，不当的表达，结构单一性，不一致，和无意识的话语。As is known to us, there are four skills in English , of which writing is one ofthe essential parts of language skills and it is closely connected with the other threeskills, which is a productive skill. As Nunan (2017) pointed out, "In terms of skills,producing a coherent, fluent, extended piece of writing is probably the most difficultthing to do in a language?” So it is hard to develop it. In fact, writing discourse isboth process and product (Nattinger&DeCarrico 2017). Through organizing thesentences into a text, the writer can exchange his ideas and thoughts with the readerby writing. But at present, a serious problem with Chinese students' English writinglies in the language expression, which often sounds awkward or unclear. In the dailyteaching practice, however, the author finds many problems existing in students'writing, such as their defective abilities to analyze questions, distraction of theme,deficiency of vocabulary, insufficiency of language materials, nonsense of sentence,impropriety of expression, monotonousness of structures, inconsistency, andunconsciousness of discourse. 那为什么这么多老师开始来强化训练，培养学生写作，但他们的写作能力仍然没有达到令人满意的水平？虽然他们背诵了大量的英语单词和语法有一个良好的知识，他们可能仍然不能够写一个合格的成分？其原因可能是如下：第一，教师却忽视了技术的单词教学，战略和收购的话，这已成为绊脚石，尤其是在高中时期的英语学习能力的培养。其次，学生是用来寻找单一的英语等值项目对中国的意义，然后把它们放入一个英语句子，就是字一个字的基础上。类笔者负责的调查，笔者发现，15％的学生只写简单的句子没有不同的词汇，35％的机械连接的词放在一起形成句子无效，英语毕业论文，30％觉得太困难写，20％放弃了写作。因此，写作已经成为学习英语的巨大障碍，而英语教学的瓶颈。Why is it that so many teachers have begun tostrengthen the training and cultivating of students' writing, but their writing abilitiesstill do not reach satisfactory level? Although they recite a great many English wordsand have a good knowledge of grammar, they might still not be able to write aqualified composition? The reasons may be as follows; first，teachers have neglectedthe techniques of words teaching, and cultivation of strategies and abilities ofacquiring words, which has become the stumbling stone of English learningespecially in the period of senior high school. Second, students are used to findingsingle English equivalents for Chinese meanings and then putting them into anEnglish sentence, that is, on a word-by-word basis. With the survey conducted in the class which author was in charge of, the author discovered that 15% of students onlywrote down simple sentences without various vocabularies, 35% mechanicallyconnected words together to form sentences which were invalid, 30% found it toodifficult to write, and 20% gave up writing. Thus，writing has become the enormousobstacle of learning English, and the bottleneck of English teaching.
Issued in 2017, General High School English Curriculum Standards (draft)demands that students at Senior High schools are required to master 3,500 words,400-500 useful expressions and fixed collocations to reach the set standard and theyexpress facts, ideas, emotion and imagination with English, properly and correctly,communicate information and form the standardized writing habits. (Ministry ofEducation, 2017) Compared with the former curriculum standard, the new onefurthe
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