英语论文网

1.1 Background and objective of the study
然而，写作已经很长一段时间忽视不仅英语写的教学，而且在英语测试。在大多数高校，写作只是作为一个补充部分精读。学生虽然有可能获得通过阅读大量的语言输入，他们发现如此难以与他人沟通以书面或口语，因为他们缺乏足够的输出输入他们有什么机会。另一方面，在大多数目前的英语测试，写作需要整个测试的一小部分，大部分学生很少FTI最多赔偿为他们解释说，一件事写作是一项艰巨和费时的工作他们，因为另一件事，他们没有在写作文的信心，因为他们总是让这么多的错误，不知道如何为了提高自己的写作的准确性和质量。写作已被证明是最弱的部分，如CET-4和CET-6英语测试。近年来，已连接到输出重视，许多语言学习者和教师都开始更注重英语写作。作为一种重要的生产技能，其重要性已被广泛认可，在该地区的大学英语教学。无论写作的重要性，写作技巧是非常复杂和深奥教，这就需要一个优秀的掌握不仅是语法和修辞手段，而且还的概念和判断的元素。因此，学生和他们的写作表现的负面影响之间存在的问题进行分析是十分必要的。However, writing has been neglected for a long time not only inEnglish teaching but also in English testing. In most of the colleges, writing only servesas a complementary part to intensive reading. Though students might have gained plentyof language input through reading, they find it so difficult to communicate with otherseither in written or in spoken language because they lack enough opportunities to outputwhat they have input. On the other hand, in most of the present English tests, writingtakes such a small portion of the whole test that most students seldom make ftiUpreparation for it They explain that for one thing writing is such a demanding andtime-consuming job for them, for another thing, they don't have the confidence inwriting a composition because they always make so many errors and don't know how toimprove the accuracy and the quality of their writing. Writing has been proved to be theweakest part in English tests such as CET-4 and CET-6. In recent years, as greatimportance has been attached to output, many language learners and teachers alike arebeginning to pay more attention to English writing. As an important productive skill, itsimportance has been broadly recognized in the area of college English teaching.Regardless of the importance of writing, the writing skill is really complex anddifficult to teach, which requires a good mastery of not only grammatical and rhetoricaldevices but also conceptual and judgmental elements. Thus, it is quite necessary toanalyze the problems existing among students and the negative impacts on their writingperformance.
The 1970s undertook a new change of English writing teaching with thedevelopment of psycholinguistics. The focus of English writing teaching and researchhas been shifted from the Product Approach which assesses students' writing product tothe Process Approach which explores the writing process. As the process-orientedpedagogy has been introduced to writing instruction, the students are required and encouraged to revise their compositions according to the comment given by their teacher.As a consequence, how to comment a composition has gradually become an integral partof writing teaching. Under this climate, more and more teachers and researchers in thefield of second language writing and second language acquisition have begun to considerthe effective ways of teacher feedback in order to improve students' writing. However,what disappoint teachers is that they find that most of their efforts turn out to be futile.Although they spend a lot of time and energy giving feedback to the students'compositions, most errors still occur once and again in students' compositions and theirwriting quality remains unchanged. Thus, most teachers feel conflised about theinfluence of written corrective feedback because the effect is not as good as theyexpected. Whether teacher feedback should be provided to students and whethersignificant improvements really take本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。