英语论文网

Chapter 1 Int roduction

Writing plays a significant role in language learning and moderncommunication. Moreover, writing teaching has already become the focal point ofEnglish language teaching. Based on the related theories of multimodality, the thesistries to apply it in senior English writing teaching for artistic special students and testits effects. In this chapter, the paper discusses the background, the purpose and thesignificance of the study as well as overall structure of the thesis.

1.1 Background of the Study
English as a kind of foreign language plays a crucial role in language learningand modern communication. Writing as one of learning contents can reflect students’knowledge level, thinking ability and integrated competence in language usage.Writing is also an important component of communicative language competence andinvolves the ability to organize language and use language. It demands more forsenior high school students because they not only need to master the basic words,phrases and sentence structures but also the whole discourse structures. Therefore,writing teaching is always the key point of English language teaching.According to communicative requirements and cognitive level of high schoolstudents, the Curriculum Standard of English (2003) makes it clear that students canwrite semantically coherent and structurally integrated short passages, narrate somearticles and express their attitudes. Meanwhile, students can describe the contents according to the information of texts and charts. The Curriculum Standard of Englishrequires teachers to cultivate students’ ability of English written expression andimprove their writing level in daily writing practice. Also it requires students to havesolid basic knowledge and the ability to analyze the topic, decide on their main ideasand select suitable materials to express themselves.However, artistic special students cover a large portion of senior high schoolstudents. While facing the same writing requirements, English writing ability ofartistic special students is generally lower than non-artistic students. Artistic specialstudents have talents and interests in music, art and dance, but in English writingpractice, they can’t express their opinions clearly for the lack of basic knowledge andEnglish thinking model. Moreover, there are many mistakes in their compositions andthen falling confidence appears. In addition, teachers focus on examinations and giveartistic special students insufficient writing instructions. Most teachers won’t makefull use of teaching attachments, such as multimedia and network resources.Sometimes these students directly recite beautiful words, phrases and sentencestructures from model compositions. Under the circumstances, artistic special studentsare passive to receive writing tasks and finish them, therefore writing practice insenior high school can’t arouse their interest and improve their writing ability.
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1.2 Purpose of the Study
Vocabulary, grammar and reading are always the key points of languageteaching while writing is comparatively unsubstantial link in traditional languageteaching. Writing as one of the important skills can reflect one’s ability of writtenexpression and it can also evaluate learners’ language learning capability. Hence, thereis no doubt that writing is vitally important to artistic special students. Nonetheless,these students in senior high scho