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学生承认，写作是最困难的部分Englishlearning。其中的因素，他们遇到以书面形式，其中71％的将提供一个思想的努力; facevocabulary不足47％的人找到，他们在使用的词汇是不恰当的，和学生缺乏母语像authenticity.The反应的都没有难以解释的。词汇是外语写作（FLW）真正的一种重要组成部分。首先，缺乏新的想法isclosely链接词汇学习的问题，一个念头vaguelyformed时，唯一的办法捕捉到的思想是正确的，适当的worduse的。此外，词汇学习也是认知发展和howmuch词汇一个人知道，知道往往决定多远的languagelearner可以去思考和写作。简而言之，以形成原始的想法和成功这些想法转换成文字，英文的学习者有certainrange词汇在他们的指挥。

1.2 Purpose and need of the study1.2研究的目的和需要
目前的研究努力解决的难题的小当量betweenthe努力做学生和教师在词汇学习和穷人英语作文outcomereflected的。特别是，研究旨在探讨的作用oflexical知识，在英语写作中的大学生是谁非中国Englishmajors在。要实现的目的，本研究将重新考虑有关threeseemingly简单的问题，其实都是非常棘手的。回答这些问题willlead更清楚地了解词汇知识在英语写作教师andbenefit想促进词汇教学学生whowant提高自己的词汇在英语写作中的表现，谁的作用。
1。很大的词汇量的大小会导致良好的英语写作能力？
2。请问导致良好的英语写作词汇知识的“深”的理解？
3。是否有任何差异的词汇表现高成绩andlow之间成绩在英语写作？如果是这样，有什么区别吗？
开始的词汇发展languageproficiency知识，意义已经直观的认识，许多语文教师，是的revealedby词汇便应运而生世纪前的测试。然而，几个modernempirical的研究迄今已进行了核实间关联betweenvocabulary的知识和语言能力。其中这些可计算研究，词汇知识的作用在第二语言reading.Therefore的，最注重跨关联研究，之间词汇知识和secondlanguage的写作将是非常的时间和需要的。本研究将orientitself的比较研究，调查之间的相互关联vocabularyknowledge和英语写作以及其不同层次学生之间的语言生活能力的变化。

The present study endeavors to address the puzzle of little equivalency betweenthe efforts done by students and teachers in vocabulary learning and the poor outcomereflected in English compositions. In particular, the study aims to examine the role oflexical knowledge in EFL writings among college students who are non-Englishmajors in China. To realize the purpose, the present study will rethink about threeseemingly simple questions that are in fact very tricky. Answering these questions willlead to a clearer understanding of the role of lexical knowledge in EFL writing andbenefit both teachers who want to facilitate vocabulary teaching and students whowant to improve their lexical performance in EFL writing.
1. Will a large vocabulary size lead to good EFL writing?
2. Will “deep” understanding of lexical knowledge lead to good EFL writing?
3. Are there any differences of lexical performance between high-achievers andlow-achievers in EFL writing? If so, what are the differences?
To begin with, significance of vocabulary knowledge in developing languageproficiency has been intuitively recognized by many language teachers, as is revealedby vocabulary tests that have come into being centuries ago. However, few modernempirical studies to date have been conducted to verify the inter-correlate betweenvocabulary knowledge and language proficiency. Among these countable studies, most focus on the role of vocabulary knowledge in second language reading.Therefore, an inter-correlate study between vocabulary knowledge and secondlanguage writing would be very in time and in need. The present study will orientitself as a comparative study that investigates the inter-correlate between vocabularyknowledge and EFL writing as well as its change among students of different levels oflanguage proficiency.

Chapter Two Literature Review

2.1 Overview
Lexis is central to any language acquisition process, be it native or non-native.This has been recognized by a number of SLA researchers (eg. Laufer, 1997; Meara,1980; Singleton, 1999). Pedagogically, lexical competence is at the heart ofcommunicative competence, the focus of the current main stream approach tolanguage teaching. However, as Meara (1996b) pointed out, this aspect of secondlanguage (hereafter referred to as L2) c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。