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Writing skill is an important part of communication.In the process of teachingand learning,writing plays a significant role through which learners can be assessed.It is considered as the most difficult part in the four fundamental language skills inEnglish learning process,i.e.listening,speaking,reading and writing.In EFL context,as English is foreign language and there is no practical use of it,writing skill becomesmost challenging task to the learners.

高中英语教学论文怎么写

In a language learning setting of senior high school in northwest China,thestudents’weakness in English proficiency,especially in writing skill is necessary toconvey their knowledge has been identified by many scholars in literature.Generallyspeaking,such kind of phenomenon could be explained by the reasons as follows:first of all,writing itself is a complex process.Writers have to pay much attention tomacro level skills such as planning,organization as well as micro level skills likespelling,punctuation,word choice,etc.(Behzad,2011).It seems difficult for bothnative and non-native learners.Second,most of the writing tasks focus on the productrather than on process.In this case,the process of generating ideas,drafting,redrafting and editing have been neglected by the teachers in writing class.Vocabulary and grammar have drawn great attention in the teaching process and teachers’final comments.Under this influence,the students tend to understand thedevelopment of the writing skills as the good command of vocabulary and grammar.Third,most writing tasks are standardized test-oriented and traditional summativeAssessment method has been used extensively for product-based writing Assessment.The teachers focus on only the end product which is a completed piece of writing.It isassumed that the final product submitted by the students should be free of any kind offlaws.The teachers would make final assessment on the final draft.In the writingclass of product-oriented approach,teachers pay much attention to the accuracy of thefinal products,but ignore the process and students’progress to reach the final goal.On condition that students do not succeed in generating satisfactory work,they will berequired to do it again.This kind of practice is in vain,because students mightproduce something unsatisfactory again if they have not received suitable instructionto writing process.

1.2 Purpose of the Study

As mentioned above,English writing appears to be more challenging fornumerous EFL learners than other language skills.For many reasons,it is difficult toimprove Chinese senior high school students’writing proficiency,especially innorthwest China.Among them an important reason lies in that the traditionalsummative writing assessment approach,which is not appropriate for evaluating theprocess of learning.Thus,finding an effective way of writing assessment can be ofgreat importance in English learning and testing.These days,portfolio-based writingassessment is considered as a fulfilling substitute for the traditional evaluation system.Even for EFL context,it is claimed to be beneficial(Delett,Barnhardt＆Kevorkian,2001;Nezakatgoo,2011).Since this approach focuses on the process of learning and evaluate students’progress ov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。