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ve vivid and detailed accounts of feeling,attitudes and scenes in English, state one's views or comments on others' opinions withproper words and types of writing, apply proper quotations in English writing passages, fillall kinds of forms, write resumes and applications with appropriate terms, make simplewritten translation and write flowing passages with correct forms. Luanxian No.2 SeniorHigh School where the writer teaches presently isn't a foreign languages high school but arural key school. The students are required to reach a higher level than the EnglishCurriculum Standard formulates. All the graduates in the school ought to achieve therequirements of Band Eight.

Chapter Two Literature review

2,1 Overview of EFL writing
2.1.1 Differences between EFL writing and mother tongue writing
EFL writing is greatly different from mother tongue writing. Most children begin toleam their mother tongue writing at school between the age of five and seven (Donn Byrne,1979). By this time, they have had a good command of the spoken language. Only writingitself is a new experience for most of them. However, they will not find mother tonguewriting very difficult because of their good mastery of the spoken language. Therefore, thefirst consideration in mother tongue writing is writing contents.However, EFL writing is a different thing. According to Prof. Zhang Zhengdong (2002),most of students of foreign language are familiar with the process of writing. Moreover, theycan use some writing strategies of their mother tongue in EFL writing. However, EFLlearners, except at a very advanced level, do not have enough language resources to expresstheir ideas. They strongly depend on the level of their productive vocabulary and syntax.What they need to leam is not writing itself but a good mastery of the target language formsto express themselves. Unlike mother tongue writing, EFL writing focuses on whetherlearners have enough English language forms to convey their thoughts. As is well-known, alarge amount of input is the base of correct output. Therefore, in EFL writing a learner shouldbe provided adequate learning resources of the language in different ways and throughvarious channels.

2.1.2 The development of EFL writing teaching
Generally speaking, theories of the second language writing came into being in westerncountries in 1945. (qtd.in Liu Weiling,2006:l) In the field of language Education, for nearlythirty years from 1940s to 1970s language learning was based on structural linguistics andbehavioral psychology (Raimes,1983). Writing was not considered to be a goal of languagelearning itself but only an adjunct of grammar. To be specific, because of the Audio-lingualApproach in second language learning in the 1950s and early 1960s, speech was primary and writing was only a way of reinforcing grammatical and syntactic forms. In the 1970s, EFLwriting classes began to undertake more importance. However, most EFL writing classes stilllaid emphasis on grammatical sentences. With the widespread adoption of theCommunicative Approach, teaching writing as a skill was recognized as the real importance.During the last twenty years, many studies on English writing teaching have been done bywestern linguists and educators. A lot of new teaching methods have been introduced, such asthe Product Approach, the Process Approach, the Genre Approach, the CommunicativeApproach, the 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。