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1.1 Research Background
多年来，传统的外语教学，强调输入和输出之间没有平行。更多的关注已经支付到相关实践的听力和阅读，口语和写作的能力都大大忽略。很长一段时间，忽视学生写作能力由目前的大学英语课程和实用的英语教学，这直接导致学生写作表现较差学生的阅读能力和写作能力的发展之间的不平衡发展。每一年，目睹了整个国家大学英语四级和六级考试写作部分大学英语学习者参加英寸回首“过去几年在中国英语教学研究的结果令人失望，它是明显的，明确的，教师和研究人员致力于更加努力促进大学生的写作能力。在一些学术文章，学者和研究人员分析了大学英语学习的学生的英语写作能力差引起的直接和间接原因。有些研究的因素，可能有写作能力的影响（文秋芳马光辉，1999年）。有些大学英语写作教学改革的过程中讨论的主要问题。一些写细节问题进行调查。因此，围绕这一话题的研究已经覆盖了不同的观点，如标识标准，母语写作示值误差分析，英语写作，写作等语言技能之间的关系，以及具体的写作技巧的转移等For years, as to traditional foreign language teaching, theemphasis between input and output has not been paralleled. More attention has been paid tothe related practice of listening and reading, and the abilities of speaking and writing aregreatly ignored. For a long time, the development of students' writing ability is neglected bycurrent college English curriculum and practical English teaching, which directly lead to thestudents' poor writing performances and the imbalance between the development ofstudents' reading abilities and writing skills.Each year, the national-wide CET 4 and CET 6 exams witnessed the disappointingresults of writing part of most college English learners taking part in. Looking back at the ‘past several years of EFL teaching studies in China，it is obvious and clear that teachers andresearchers committed much more efforts to the promotion of the writing skills of collegestudents. In some of the academic articles, scholars and researchers have analyzed the directand indirect causes giving rise to the poor English writing ability of college English learningstudents. Some study the factors that may have impact on the writing ability (Wen Qiufang& Ma Guanghui, 1999). Some discuss the major problems in the process of college Englishwriting teaching and reforming. Some make investigations of writing issues in details.Therefore，the research around this topic has covered different perspectives, such as themarking standards, the transferring from the native language writing to EFL writing, theerror analysis, the relationship between writing and other language skills, and the specificwriting techniques, etc.
先前的研究人员承认，大学英语写作教学的主体的发展和进步作出自己的贡献。本论文的目的是不能忽视的意图和这些研究人员的辛勤工作已经取得了显著适用的贡献，在当前形势下大学英语写作教学的进步。已经指出的那样，内容已经强调砥大学英语写作中最重要的问题。此外，它已经提出，由于生产力的能力较差，学习者不能表达自己的真实，清楚，直接导致的书面内容的不足（文秋芳，1999）。在这项研究中，指出学生的生产能力的根本因素，可以影响学习者的写作能力。因此，增加学生的生产力的能力可能是最有效的手段之一，以促进大学英语学习者的写作能力。It is admitted that previous researchers have made their own contributions to thedevelopment and advancement of the subject of college English writing teaching. The aim ofthis thesis is not to ignore the intention and the hard work of these researchers who havemade significant and applicable contributions to the advancement of college English writingteaching in current situation. It has been pointed out that contents have been emphasized tobe the most significant problem in college English writing. Furthermore, it has been put forward that because of the poor productive abilities, learners cannot express themselvesauthentically and clearly, which directly leads to the deficiency in the written contents (WenQiufang, 1999). In the study, the students' productive abilities are pointed out to be thefundamental factor that can influence the learners' writing abilities. As a result, increasingstudents' productive abilities is probably one of the most effective means to promote thewriting abilities of college English learners.
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