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1.1 The background of the study
在21世纪的英语写作能力一直被视为重要的交际技能在的要求NECS的方面以及关键标准之一。因此，SMSS要求他们毕业时达到7级，年底三年级学生提供更多的竞争力可能会预计将达到8级或9级。至于高一的学生，他们已经达到了56.SMSS水平都应该有一个全面的写作能力，不仅一般在五年的写作风格，这是叙述，描写，议论，世博sitive，应用写作，但也多达24个写作题目。甚至更多的有才华的学生培养他们的翻译能力，以书面形式告知。为了让短暂的，已作出了严格的要求，SMSS在NECS写作，不仅在款式多样，正式和非正式的，而且在不同的主题，其中包括学生的日常生活，在英语国家的习俗，科学和文化。写作的四种基本语言技能之一，成为一个核心的语言教学和英语写学习SMSSs。一方面，英语写作NECS要求的日益提高，更加关注已经支付给学生的写作条件。浙江省为例。 CEE秀的统计信息的平均的写作分数，肉，禽，蛋，奶三年，不超过12～14点（30点）。书面效率低下的因素主要在于样式的格式不当，未能表达的意思，频繁的语法错误，语法能力薄弱，词汇的滥用等。徐徽商（2008）指出，在她的调查中，以下几个因素：低精通语法，词汇不足，缺乏风格和写作策略的知识，组织失灵，负迁移，依此类推。
English writing ability in the 21century has been regarded as one of importantcommunicative skills as well as a crucial criterion in terms of the requirements ofNECS. Accordingly, SMSSs are required to reach level 7 when they graduate, andstudents with more competence may be expected to reach level 8 or 9 by the end ofGrade 3. As for Senior One students, they have already reached the level of 5 to 6.SMSSs are supposed to have a comprehensive writing competence, not only generallyin five writing styles，which are narrative, descriptive, argumentative, expositive, andapplied writing, but also in as many as 24 writing topics. More talented students areeven advised to train their ability of translation in written forms.To make it brief, strict requirements for SMSSs have been made in NECS onwriting, not only in various styles，formal and informal, but also in different topics,including students' daily life, customs in English speaking countries, science andculture. Writing，one of the four basic language skills, is becoming a core both inEnglish language teaching and learning for SMSSs.On one hand, with the increasing requirements of NECS on English writing，much more attention has been paid to students' writing conditions. Take Zhejiangprovince for example. The statistics of CEE show that the average writing score, inrecent three years, is no more than 12-14 points (30 points in total). The factors forinefficiency in writing mainly lie in improper style format, failure in expressingmeaning, frequent errors of grammar, weak in grammatical competence, misuse ofvocabulary，etc.. Xu Huishang(2008) pointed out in her survey the following factors:inadequacy in vocabulary, low proficient in grammar, lack of knowledge of styles andwriting strategies, out of order in organization, and negative transfer, and so on.
On the other hand, many students compose their writing in their Chinese waywhich is not in accord with idiomatic usage in native English. It seems that students'writing ability can hardly be improved，which indicates traditional writing teachingapproaches have not been able to find effective ways to help students. It's in urgentneed to explore a new way to help students overcome these difficulties they comeacross in their writing. In that case, lexical chunk approach has drawn much attentionamong researchers at home and abroad on improving learners' writing ability.An overview on lexical chunk approach applied to English writing teachingResearchers abroad may carry out their studies on lexical chunks mainly by adopting three methodologies as follows，(1) syntactics method; (2) corpus linguisticsmethod: (3) psycholinguistics method. The third one embodies its prevalence incurrent research areas. And the research areas mainly cover situations, necessity, andadvantages of applying lexical chunk approach to writing teaching.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。