英语论文网

　　
　　1.1 The background of the study研究背景
　　在21 世纪的英语写作能力一直被视为重要的交际能力，以及在方面的要求NECS的一个重要标准之一。因此，SMSSs需要达到7级毕业时，学生更强的能力，更多的机会可能会在三年级结束前，预计将达到8级或9级。高一学生，他们已经达到的水平English writing ability in the 21^' century has been regarded as one of importantcommunicative skills as well as a crucial criterion in terms of the requirements ofNECS. Accordingly, SMSSs are required to reach level 7 when they graduate, andstudents with more competence may be expected to reach level 8 or 9 by the end ofGrade 3. As for Senior One students, they have already reached the level of 5 to 6.SMSSs are supposed to have a comprehensive writing competence, not only generallyin five writing styles，which are narrative, descriptive, argumentative, expositive, andapplied writing, but also in as many as 24 writing topics. More talented students areeven advised to train their ability of translation in written forms.To make it brief, strict requirements for SMSSs have been made in NECS onwriting, not only in various styles，formal and informal, but also in different topics,including students' daily life, customs in English speaking countries, science andculture. Writing，https://www.51lunwen.org/guidelines/ one of the four basic language skills, is becoming a core both inEnglish language teaching and learning for SMSSs.On one hand, with the increasing requirements of NECS on English writing，much more attention has been paid to students' writing conditions. Take Zhejiangprovince for example. The statistics of CEE show that the average writing score, inrecent three years, is no more than 12-14 points (30 points in total). The factors forinefficiency in writing mainly lie in improper style format, failure in expressingmeaning, frequent errors of grammar, weak in grammatical competence, misuse ofvocabulary，etc.. Xu Huishang(2008) pointed out in her survey the following factors:inadequacy in vocabulary, low proficient in grammar, lack of knowledge of styles andwriting strategies, out of order in organization, and negative transfer, and so on.On the other hand, many students compose their writing in their Chinese waywhich is not in accord with idiomatic usage in native English. It seems that students'writing ability can hardly be improved，which indicates traditional writing teachingapproaches have not been able to find effective ways to help students. It's in urgentneed to explore a new way to help students overcome these difficulties they comeacross in their writing. In that case, lexical chunk approach has drawn much attentionamong researchers at home and abroad on improving learners' writing ability.An overview on lexical chunk approach applied to English writing teachingResearchers abroad may carry out their studies on lexical chunks mainly byadopting three methodologies as follows，(1) syntactics method; (2) corpus linguisticsmethod: (3) psycholinguistics method. The third one embodies its prevalence incurrent research areas. And the research areas mainly cover situations, necessity, andadvantages of applying lexical chunk approach to writing teaching.(1) Situations of learners' uses of lexical chunks have been investigated by manyresearchers，such as Chen Xin(2004), Liu Xiaoling & Yang Zhiqing(2003), who try toprobe the application of LC in the proce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。