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Chapter One Introduction

1.1 Background of the Study
Writing ability in second language or foreign language is closely related to thepeople’s employment and future career development. Learning to write effectively isone of crucial challenging aspects of second language learning.In the late 20thcentury in the West, writing theories experienced a developing age.Second language writing has gradually been an independent discipline by starting tostudy its history, examined the basic assumptions about second language writing andsynthesizing the models of the writing. These researchers, which have made lots ofproductive researches integrated practical situations of second language writing,borrowed and inheriting the rich fruit of first language writing and other related fieldsof language studying.The process movement over past few decades has been considered “the mostsuccessful one in the history of pedagogical reform in the teaching of writing” (Mastsuda 2003: 69). It has an important impact on the development of secondlanguage writing theory, research procedure, and instructional practice. It is largelybecause of the process approach that writing, as creation of meaning andcommunication, has gained its due status in a second language class.Consequently ,researchers began to recognize the complex nature of writing inanother language. As the years went by, it is hard to find a second language teachertoday who believes that grammar or organizational pattern drills are all a secondlanguage student needs to learn in writing. Popular methodology textbooks aboutsecond language learning now introduce process writing as the mainstream ororthodoxy approach to second language writing instruction.
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1.2 Statement of the Problem
When writing a text, EFL student writers frequently come across languageproblems, many of which are lexical in fact. In order to enhance the quality ofstudents’ writing, researchers should know the real mechanism of lexical outputduring the writing process. However, not so many researchers pay their attention tothis field. Murphy and Roca de Larios (2010) showed not only detailed researchprocedure about lexical problems but also implications for further studies. WhetherChinese college students have the same underlying lexical mechanism as the Spanishwriters in the previous study is a problem remains to answer in this thesis. Theoretically, the study aims to support several cognitive, problem-solvingtheories of writing. Emphasizing cognitive process of writing, Murphy et al.(2010)studied writing strategies that writers use to tackle lexical problems. The present studyuses new samples to further illustrate the process of writing and focus on the lexicalproblems appeared in this process, which provides empirical material to support theseexisting theories.
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Chapter Two The Review of the Literature

2.1 Definition of Terms
In the present study, it is necessary to clarify and define several key terms. Theseterms include English as a Foreign Language (EFL), mother tongue, think aloudprotocols, formulation and problem-solving formulation process.English as a Foreign Language (EFL) is the use or study of English by speakerswith different native languages. An EFL environment is one where the majority of thecommunity does 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。