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摘要：pervious studies abroad on avoidance mainly involved a specific language form, forexample, relative clauses, phrasal verbs, passive voice, etc. The studies on avoidance of somespecific language structure guide the pedagogy of each individual language items, but neglect theoverall structures of the second language learners’ English writings.

epresupposes being able to choose not to avoid it, i.e. to use it”.Kellerman (1992) believed that avoidance phenomenon occurred in three conditions: Thefirst condition for avoidance is that learners know or anticipate some problems of the targetlanguage and have some sketchy idea of what the target form is like. Second, learners knowsome target forms but find them too difficult to use in the particular circumstances. Third,learners are unwilling to say some target words, sentences or topics, which will result in floutingtheir own norms of behavior.
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2.2 Basic Theories on Avoidance
Krashen’s monitor theory, one of the most popular in SLA theories during the 1970s and early1980s, was first put forward not as a SLA theory, but as a SL performance model that designed tocapture and reconcile the phenomena of generalization and disturbances.Krashen (1976) claimed that SL performance consists of two separate knowledge systems: theacquired system which is the only knowledge source used by the learners in the real-timecommunication, and learned system which plays the roles of planning and editing in order toinspect or monitor the acquired system.Then Krashen（1981，1982，1985）enriched the theory with "comprehensible input hypothesis",including five hypotheses: the acquisition-learning hypothesis, the natural order hypothesis, themonitor hypothesis, the input hypothesis, and the affective filter hypothesis. Theacquisition-learning hypothesis divides the ways of SLA into acquisition and learning. The natural order hypothesis indicates that the target language rules are learned in predictable orders that alsocalled the acquisition orders, but the acquisition orders fail to reveal the instructional sequence.
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Chapter Three Research Methodology...... 24
3.1 Research Questions .......... 24
3.2 Participants ....... 24
3.3 Instruments ....... 24
3.3.1 Writing Tasks.......... 25
3.3.2 Questionnaires........ 25
3.3.3 Juku Correcting Network ....... 26
3.4 Data Collection and Analysis ........... 27
Chapter Four Results and Discussion ....... 29
4.1 The Category of Avoidance ..... 29
4.2 Contributing Factors of the Adoption of Avoidance ....... 39
4.3 The Graduate Students’ Attitudes towards Avoidance .... 44
Chapter Five Conclusion .... 465.1 Major Findings......... 46
5.2 Pedagogical Implications ......... 47
5.3 Limitations of the Study........... 48
5.4 Suggestions for Further Research .... 48

Chapter Four Results and Discussion

4.1 The Category of Avoidance
According to Brown (2002), avoidance can be divided into four types: topic avoidance,lexical avoidance, syntactic avoidance, and phonological avoidance. Based on the analysis of thenumbers of paragraphs in this study, the author believes that Three-Paragraph-System (TPS)belongs to avoidance. Therefore, avoidance should be divided into five types: topic avoidance,lexical avoidance, syntactic avoidance, phonological avoidance and TPS. Phonologicalavoidance is not discussed here. Topic avoidance is a more direct type of avoidance in which a whole topic of conversationmight be avoided entirely. In this study, there are two topics in Task 1: Topic 1 is a PictureWriting, selected from the English test papers of the National Entrance Examination forGraduate Studies by rand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。