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为了进一步探讨“背诵”对高职非英语专业学生英语写作的有效性，本研究围绕着三个问题展开：对于高职非英语专业学生来说，背诵是否是提高其英语写作能力的一种有效方法？背诵对于高职非英语专业学生英语写作能力的影响，在其总体得分、写作用词、语言流利度、语法运用、及其谋篇方面分别呈现何种特征？本研究对高职非英语专业学生英语写作教学有何启示？

Chapter One Introduction
The research background and significance of the present study are introduced in the first section and followed by the description of the research questions and framework of the thesis in the final section.
1.1 Background of the Study
Writing has been taken as one of the most important and difficult skills in language learning nowadays,for the reason that most human knowledge and information are kept and acquired in the written form.Wen Qiufang(1996:129)once claimed that the requirement of English writing ability would become one of the essential criteria for qualified skills in the 21st century.Meanwhile,some researchers also agree that learning to write can reinforce and must be an inseparable part of language learning(Bechtel,1985;Wang Chuming,2000).
For a long time,EFL writing has been involved as an effective way to measure college students’integral English competence.In addition to the test-oriented goals,English writing has become increasingly a useful tool for not only academic learning but job-seeking for college non-English majors.However,the current situation in the teaching area of EFL writing is not so ideal.Most Chinese non-English majors,especially those in vocational colleges,show relatively low levels of EFL writing as demonstrated in their writing samples because of the lack of systematic and scientific EFL writing training programs in China.
Teachers begin to pay more and more attentions to the grammatical errors,punctuation inappropriateness,spelling mistakes,vocabulary limitation,simple and loose sentences as well as incoherence organization etc.More and more students feel discouraged and unconfident in their English writing.This phenomenon shows a problem in English-writing teaching for non-English majors of vocational colleges in China.
In the specific learning environment of Chinese EFL,in which students lack large number of language input and context,one must first overcome the language barriers and “negative transfer”and has to search the memory for topic and linguistic knowledge to express thoughts.In order to form new structured messages at linguistic level,EFL writing is, thus,considered as a mental process involving retrieving both linguistic and non-linguistic information.
As Zhang Yinglin(2006)mentioned,written discourse is a great extension of memory--makes the accumulation of the knowledge possible.The more accumulative the storage of information is during the large amount of reading,the more fluent one can organize materials during the process of writing.There are some circumstances when the writer does“have a carefully planned and fairly complete mental model of what they want to say before they begin writing”.(Parkhurst,1990:19)One has to retrieve information from long-term memory during the planning periods;one has to search his mind for knowledge in the case of EFL writing,phases,sentences structures,grammatical rules as well as information non-linguistically.So theoretically,recitation makes up an important part in the English-writing for non-English majors,especially in vocational colleges in China.

Bibliography
[1]Anderson,J.R.(1985).Cognitive Psychology and its Implications,(2nd Ed).New York: Freeman.
[2]Alexander,L.G.1997.New Concept 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。