Research on Avoidance Behavior in the English Writing of English Majors

This thesis conducts a study of avoidance phenomenon in the English writing of English majors in Shandong University ofTechnology. Instruments used in the study are 180 English writing samples of the 2 ndgrade English majors, questionnaires and in-terviews. Based on the data collected, different kinds of avoidance are analyzed. Further, reasons behind avoidance are exploredand corresponding implications are given.

Research on the Writing Textbooks for English Majors at Polytechnics

Textbooks, as one of the important elements for the teaching effects and students' training aim and quality are the main carri-er and means for the realization of teaching objectives. The paper analyzes the problems of currently-used textbooks at the followingthree aspects, textbook users, compiling styles and contents, based on 31 popular English writing textbooks used at Polytechnics as re-search subjects. Aiming to improve textbook quality and English teaching reform at Polytechnics, the paper also puts forward the ideasof compiling English writing textbooks on the basis of Feuerstein's theory.

Error Analysis of English Pronunciation Acquisition by Chinese Non-English Majors

Chinese non-English majors are a large group of English learners.In the process of English pronunciation acquisition,issues such as incomplete phonological knowledge,transfer of mother tongue,and overgeneralization,lead to confusion of phonemes and stress,misunderstanding of syllable structure,and errors of assimilation,drop,and epenthesis.The accuracy of English pronunciation can only be improved by knowing both English and Chinese phonological systems,strengthening the teaching of English phonological knowledge,and adopting various phonological training activities.

A functional approach to improving non-English majors＇ writing proficiency

Problems in generating and organizing ideas, in coherence and language competence are common in non-English majors＇ writings. To improve their writing proficiency, the writing course should have real-life purposes, balance between real and display writing, between product and process approaches, vary writing activities, train strategies in improving coherence, balance the content of feedback and use various forms of feedback.

An Investigation of English Writing Anxiety Among English Majors

With Daly,Horwitz and Y-S-Cheng's theoretical model of second language writing anxiety as research framework,this thesis surveyed English majors'English writing anxiety.Findings of the present study show that all of the English major stu dents experience English writing anxiety.There is no significant difference in English anxiety among students from three different grades.There is significant difference in English writing anxiety between the students who hold positive attitudes towards English writing and those who hold negative attitudes towards English writing and there is significant difference in English writing anxi ety among students who rated their English writing good,average and bad.Results from the qualitative study show the reasons why there is little difference in English writing anxiety among students from three different grades.What's more,it is shown that the poor writing skills,cognitive anxiety,test anxiety and erroneous beliefs toward English writing are the main sources of Eng lish writing anxiety.

An Analysis of the Causal Reasoning Deficiencies in English Majors' Argumentative Writing

The Syllabus for English Majors at Universities and Colleges(2000) makes it clear to further strengthen the English majors' critical thinking and logical reasoning ability.But how to effectively incorporate the cultivation of critical thinking skills into English majors' core courses,such as the writing courses,remains one of the most important tasks of teaching reform for English majors.The present study is aimed at having a systematic analysis on the causal reasoning deficiencies in English majors' argumentative writing.Furthermore,the reasons resulting in the causal reasoning deficiencies and the implications for the teaching of second language writing are explored.

The Research on the Problems of Writing in English Majors

In this semester, through an experience of teaching advanced writing for English majors, I have got all-around observation of the process of learning English writing in third year English majors. The problems of vague and general content and absent critical thinking ability in their writings have been found, and the practical teaching methods and practices have been adopted to help them to write substantively. In this paper, absent critical thinking ability in students' writing, the phenomena of the problem have been analyzed, the reasons of the absence have been summarized, and the better solutions have been discussed.

The Inspiration of China English on English Writing to Sophomore English Majors

China English is the inevitable product of English globalization. When issues of Chinese characteristics are introduced in the inter-communication, English features in Chinese-colored English. However, China English is still English instead of the brand new language. It is an English variety. The paper aims at examining the necessity and rationality, and the contrast of China English and Chinglish. In addition, the paper explores the inspiration of China English on English writing teaching to sophomore English majors in terms of teacher, students, English writing course textbook and English writing teaching.

A Study on Negative Transfer of Mother Tongue in English Majors' Writings

Based on the Error Analysis theory and Contrastive Analysis theory,this thesis aims to investigate the phenomenon of negative transfer of mother tongue at the levels of substance,lexis and syntax by taking advantage of quantitative analysis method,and an attempt is made to analyze and classify writing errors in L2 writings by English majors.Anyhow,it is hoped that current research can achieve the purpose of avoiding the negative transfer of mother tongue and to improve English majors’writing capability accordingly.

Analyzing the Factors and Corresponding Measures for English Majors' Writing

As we know,English writing is an important part of communicative competence.But for many English majors,it is hard to express their thoughts clearly.In order to find out the main problems and corresponding measures,the author analyzes many compositions written by English majors.With some academic opinions and the author’s own analysis,some problems existing in students’writing are listed.According to the problems,the author summarizes some influencing factors.Finally,the author gives some relevant solutions.Through analyzing those samples,the author hopes it has some help for English majors’writing.

Using Mind Maps to Develop English Majors’ Essay Writing in China

Writing is a kind of creative thinking activity.Essay writing is crucial for Chinese English majors for the requirements of the TEM-4(Test for English Majors-Band 4)and TEM-8.Many students are weak in essay writing because they use Chinese thinking patterns and structures to express their ideas,and lack frequent and sufficient writing practice.This paper reviews the concepts of mind maps in writing and advocates applications into essay writing from word-level to whole essay structure by visual mind maps to promote their creativity in English essay writing effectively.

Corpus-based Study on the Use of Delexicalized Word“Thing”by Non-English Majors in L2 Writing

Recent years,interdisciplinary studies on English writing have become more and more prevalent,which is especially indicated by corpus-based studies,springing up.As the theoretical foundation,the Delexicalization Theory,which is a reasonably common language phenomenon,provides a more extensive perspective for English writing.According to the real linguistic data of EFL learners(The CET4 essays of four different classes),it can be easily found that students tend to use the word“thing”—considered to be one of the frequently-used delexcialized words,to express their opinions by means of the analysis of AntConc.However,the results indicate that Chinese non-English majors are inclined to overuse the word.Meanwhile,there are a large amount of inappropriate use of the word“thing”such as redundancy,substitution,collocation and semantic errors.Moreover,the study attempts to summarize the cause that the overuse may be attributed to improper writing strategies,and the effect of fossilization of interlanguage in order to provide some implications for English teaching promotion.

A Study on the Teaching of Lexical Phrases in Non-English Majors＇ Argumentative Writing

Compared structural approach with communicative approach, the former puts too much emphasis on linguistic knowledge and neglects the language application, while the latter lays too much emphasis on the communicative classroom activities and neglects the systematic study of linguistic knowledge. Both of them cannot meet the requirements of improving the non-English major students＇ argumentative writing scores. So based on the Lexical Approach theory, taking the College English Integrated Course 4 （LI, 2003） as the main teaching material and lexical phrases as teaching and learning units, this study explores the effectiveness of the Lexical Approach in improving non-English major students＇ argumentative writing through classroom activities of input, absorption, and output of lexical phrases. The results show that lexical phrases have more effects on students＇ English competence than single words. They can help to improve the argumentative writing scores and cultivate an interest in learning English independently.

The Status Quo of Topics Choosing in English Majors＇ Academic Writings—— A Case Study of CUPL Junior English Majors

Academic writings, whether they are BA dissertations or semester papers, are important carriers of one＇s ideas and findings of their own study and research spheres. In academic papers, the most important part is the choice of topics which determines the macro direction of the paper. Important as it is, it is difficult for the English majors to choose the most appropriate topics with idea-invested thesis statements instead of some factual statements. Therefore, in order to make clear of the status quo and underlying obstacles of topic choosing, this paper is to study on 98 samples from China University of Political Science and Law＇s junior English majors. By observing and analyzing their writings, the paper intends to fred out some possible and accessible methods to improve English majors＇ academic writing and offer some insights for teachers to make some adjustments in accordance with the status quo.

A Study on English Majors’Writing Anxiety among Chinese College Students

Most Chinese college students do not attach great importance to English writing,and a small number of students have anxiety,which leads to a fall in grades.Based on this,this study uses interview and literature reading mode to explore the relationship between writing anxiety and English scores and which factors cause anxiety.The results showed that:(1)Anxiety was inversely correlated with grades.The greater the anxiety,the less satisfactory the grades.(2)There are many factors that lead to writing anxiety,the main factors of which are the students’writing foundation,the personalities and the interests to English writing.This study also provides some suggestions for people with writing anxiety to relieve anxiety.

Study on Freshmen’Metacognitive Knowledge of Business English-Majors in English Writing

Based on the investigation of freshmen’metacognitive knowledge of business English-majors in English writing,the results show that:(1)the metacognitive subject knowledge of business English freshmen is at the middle level,the metacognitive task knowledge is at a high level,the strategy of seeking teachers'help is at a high level,and the use of other strategies is at a middle or lower level;(2)There is no significant differences between high and low group learners in their views on Chinese writing level and in their strategies of seeking help from classmates;(3)Multiple regression analysis shows that the main factors affecting English writing achievement are the views on writing standard,the utilization of strategies in writing process and strategies of seeking help from teachers.

Anxiety in the Process of Writing M.A. Theses in English Majors

In terms of second language acquisition or learning, research on anxiety has primarily focused on foreign language classroom anxiety or test anxiety, with little attention paid to anxiety in the process of writing academic theses. This study aims to explore to what extent anxiety affects the whole process of three English majors writing their M.A. theses, as well as testing the relationships between anxiety and self-regulation in the whole process. The findings indicate that anxiety appears with high degree atthe preparation stage, slumps at the writing stage and reaches another high level at the revision stage. Anxiety also exists when negotiating with supervisors. What’s more, self-regulation has been proved to alleviate anxiety in the process of writing. This studycontributes new knowledge to the field by relating anxiety to self-regulation in the process of writing M.A. theses, yielding a deepened understanding of self-regulation that reduces anxiety in terms of the progress gradually achieved in the writing process. It alsohas implications for supervisors to pay attention to the way of negotiating with students that may cause anxiety during the academictheses writing process.

The Effects of Writing Portfolio on English Writing Performance of Chinese Non-English Majors

This study aimed to explore the effects of writing portfolio on English writing performance of non-English majors. Both quantitative and qualitative methods were used. 127 second-year students in the major of international business participated in this study. They were divided into the experimental group and the control group. The methods of data collection consisted of writing tests and interview. Writing portfolios were implemented in the experimental group while the control group did not use them. The quantitative data suggested that there was no significant difference between experimental group and control group in English writing performance after the treatment. However, the qualitative data indicated that most of the participants had positive attitudes towards writing portfolios.

A Research on Errors in Paraphrasing in Academic Writing of English Majors

This paper seeks to identify errors made my English majors in academic writing so that preventive measures such as effective pedagogic strategies and learning activities can be devised and conducted to reduce these errors. In order to facilitate learners in horning their skills in paraphrasing, a practical strategy is proposed. It is hoped that by implementing strategies like this, ESL learners will be confident in using their own words to paraphrase academic texts with minimal errors.

Research into the Application of Cooperative Learning to English Reading Teaching of Art Majors in Independent Colleges

This paper first stated some related theories of cooperative learning and English reading teaching.And then an applicationof cooperative learning in English reading teaching of art majors in independent college is implemented based on these literature re-views.The aim of the experiment is to explore the impact of the application of cooperative learning strategies.It mainly discussedthe following questions:(1)Can the group cooperative learning improve students'reading achievement?(2)What factors contributeto the success/failure of cooperative learning?(3)What are the favorite cooperative learning models in reading classes?The experi-ment proved that cooperative learning does not truly improve art students’reading achievement in independent college,but it real-ly has a positive role in promoting the students'learning interest,motivation and emotional attitude.The experiment also indicatesthat cooperative learning is still a valuable teaching strategy for applying,and GI,LT,TGT and other cooperative learning modelare welcomed by classmates.