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iting discusses the cultivation of the awareness of style on thepart of college English students in English writing course. Zhao Xiufeng, Dai Weiping(2003) studies the college students stylistic awareness and writing discovering that thestudents’ writing misuse styles, they lack the ability to match meanings with styles inwriting. Zhao (2004) also points that the students' writing are tend to be colloquialstyle, lexical inappropriateness against stylistic norm in the students’ writing. AndZhao Yali, Jiao Yunbin (2006) discuss how to introduce stylistic awareness in theEnglish teaching of writing. Wen Qiufang (2003, 2006, and 2009) studies linguisticfeatures of style through corpora analysis and discovers English writing of Chinesestudents is charactered by spoken style. Chen Guangwei (2010) studies the stylisticerror so as to develop the students’ stylistic competence and strengthen stylisticawareness. Bai Yun(2010) concludes that the students’ poor writing are due to theinsufficient of lexical stylistic awareness.

Chapter Two Literature Review

Chapter one provides the background and significance of the study. This chapterformulates the theoretical context of the study. In this part, clarification on definitionsof style, stylistic and stylistic awareness is offered, and the contents of stylisticawareness are also described in detail.

2.1 Style

2.1.1 The Definition of Style
Style is a very hot word used by people in daily conversation. It is often heardterms like fashion style, hair style, dress style, personal style, speech style, writingstyle, etc. from mouth to mouth. What is style then? Style is originated from rhetoricin ancient Greece. Since it was established as an independent discipline early in the20thcentury, it has been defined in diverse ways. Liu Shisheng (1998) speaks of thedifficulties in defining style and lists 31 definitions. Below are a dozen of thesedefinitions: 1) Style as form. (Aristotle)2) Style as eloquence. (Cicero)3) Style is the man (Le style, c’est l’homme meme) .(Buffon)4) Style as personal idiosyncrasy. (Murry)5) Saying the right thing in the most effective way. (Swift)6) Style as the choice between alternative expressions. (Enkvist)7) Style as equivalence. (Jakobson)8) Style as foregrounding. (Leech and Short, Mukarovsky)9) Style as deviation. (Mukarovsky & Spitzer)10) Style as prominence. (Halliday)

Chapter Three Methodology.......... 29-36
    3.1 Research Questions......... 29
    3.2 Research Subjects......... 29-30
    3.3 Instruments .........30-33
        3.3.1 Questionnaire......... 31-32
        3.3.2 Semi-structured Interview......... 32-33
    3.4 A Pilot Study......... 33-34
    3.5 Data Collection......... 34-35
    3.6 Data Analysis .........35-36
Chapter four Results and Discussion .........36-62
    4.1 Analysis of the Learners’ Questionnaire .........6-48
        4.1.1 Present Situation of the Students' Lexical.........36-38
        4.1.2 Situations of Distinguishing Synonyms......... 38-41
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