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　第五章将介绍调查的主要结果。笔者的主要结果，给出了一些建议，希望能促进英语写作教学的水平。最后，作者指出该研究的局限性和前景。结果表明：写作教师的教学和学生的写作技巧和“新标准”的要求之间的差距。教师专注于传授知识和语法，英语写作能力的培养，相对忽视了。英语写作，不是很良好的书写习惯，缺乏自信，害怕英语写作不感兴趣的学生的写作能力的重要性缺乏认识。

　Chapter One Introduction引言

　　
　　This chapter introduces the research background, research objectives and significance of the study,and the organization of the thesis as well.

　　
　　1.1 Research Background研究背景
　　In order to improve the current situation of English teaching in basic Education, the Ministry ofEducation revised and renewed the English Curriculum Standards in 2011, based on the version of 2001.The 2011 version states that English learning should not only help the learners acquire more languageknowledge as well as better language skills, but it should also widen the learners’ international vision,enrich their life and learning experiences, enhance their ability of cross-cultural communication, andstrengthen their love for the motherland. The 2011 version still aims to cultivate the learners’ integratedlinguistic competence.Language input (listening and reading) can hardly enhance the learners’ integrated linguisticcompetence, so language output (speaking and writing) is necessary and essential as well (Chen, Wang，Cheng, 2002). English Curriculum Standards (2011) clearly states the requirements for the learners’language output, while the requirements for the learners’ writing skills at Level 5 are as follows: Theyshould be able to collect raw materials according to the writing requirements; They should be able to draftessays and letters by themselves, and also able to revise their writings with the teachers’ help; They shouldbe able to express themselves logically with the help of linking words; They should be able to describepeople and events; They should be able to write passages and instructions with the help of graphs or tables.https://www.51lunwen.org/czyylw/ This study aims to find out the major problems while writing and the main causes for the problems,thus help them enhance their integrated linguistic competence effectively. The teachers and students in thejunior stage of the Affiliated Middle School of Henan Normal University are the subjects of this study.Questionnaires and interviews as well as classroom observations are done throughout this study.
　　

　　1.2 Research Objectives and Significance研究目标和意义

近年来，随着英语教学改革取得了巨大成就，教师不断接受新的想法，以活跃课堂教学气氛，提高学生的口语和听力能力（舒，2004年）。In recent years, with English teaching reform has made great achievements, teachers keep acceptingnew idea in order to active classroom teaching atmosphere and improve students’ speaking and listeningabilities (Shu, 2004). But in a way, students’ English writing ability was ignored. Some students’ otherEnglish skills are good, but their writing skill is poor. Even some teachers can hardly understand themodern teaching tool well. In a lesson,whether it needs them or not, the teachers often use images, sounds,and other audio-visual, but they seldom guide the students’ writing, which causes the students can say a fewsentences, but when they write, their writings are full of mistakes. Many teachers see the writing as thesubsidiary parts of speaking and reading, they use less time to guide the student’ writing in class, andarrange it for homework. They often give the subject and request, let the students complete a compositionin their spare time.After correcting, they co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。