A Study of Interlanguage Fossilization in College Students' English writing

English writing is the college students’synthetical application about the knowledge of English.English writing,however,is the weak segment of the college students'English learning all the time.Based on the researches home and abroad,the paper makes an implicational study on interlanguage fossilization in English writing of Chinese college students.Though probing the causes of fossilization in English writing,the paper proposes some measures to reduce the fossilization.In the chapter one,the paper introduces simply the interlanguage fossilization.In the chapter two,the paper analyzes college students English writing and get the causal factors of fossilization:unfavorite learning motivation of students,ineffective feedback to errors,interference of the mother tongue.Then,at the last chapter,the paper put up some measures to overcome and avoid the fossilization in college students'English writing:promoting students'motivation,providing right feedback,avoiding mother tongue interference.

English Writing Autonomy and Literacy among Chinese College Students

The purpose of this study is to examine the current situation of English writing autonomy and literacy among Chinese college students,to analyze their performance,scale,and distribution as well as influencing factors,and to explore the correlation between English writing autonomy and literacy.This study will provide an in-depth analysis of the current situation of Chinese college students’English writing autonomy and literacy,reveal the scale,distribution,and influencing factors,as well as put forward strategies to enhance them,so as to provide a reference for the reform and development of college English education.

Exploring Pedagogical Ideologies and Strategies for College English Writing Instruction from a Generative Artificial Intelligence Perspective

This study,drawing on the commonalities between generative artificial intelligence and foreign language writing instruction,outlines the core ideology of digital humanities-based college English writing instruction,including auxiliary use of generative artificial intelligence tools,primary focus on humanistic education,and the re-production of knowledge,aiming to foster students’critical thinking,collaborative skills,and creativity.Building on this foundation,the study delves into generative artificial intelligence tools applicable to different stages of process-genre writing and their strategic applications.The use of generative artificial intelligence tools is beneficial for students to present,discuss,and share writing content,encouraging them to enhance their writing,collaboration,critical thinking,and creative abilities through deep interaction with model essays and creative discourses.

An Investigation of Avoidance of Relative Clauses in the English Writings of High Vocational College Students

This study investigates the avoidance of relative clauses by high vocational college students and also explores the differences in the avoidance of the RCs by high-level students and low-level students in their English writings. The data used in this study have been collected from English writing tasks and analyzed by Statistical Package for Social Sciences(SPSS17.0). The major findings of this study are stated as follows: 1) There are significant differences in the production of the relative clauses in their English writings by Chinese higher vocational college students and English native speakers. Avoidance of relative clauses exists in the English writings of higher vocational college students. 2) High-level Chinese higher vocational college students display less of the avoidance phenomenon in their English writings than low-level students.

The Application Study on Genre-based Approach in the English Exposition Writing Teaching for Professional College English Major Students

The previous studies show that the major problems faced by the students in writing can be classified into two categories, that is, they don't know"what to write"and"how to write". The researchers found that the specific problems existing in their writings are identified as poor content, incomplete generic structure and misuse of cohesive devices. Therefore, on the basis of the previous studies, this study attempts to use Martin's genre theory to resolve the existed problems of the Professional College English major's students in writing and enhance students' discourse writing ability. Meanwhile, this study tries to answer the following questions:(1) Compared with the traditional writing teaching methods, whether the genre-based writing method has a significant effect to improve students' writing skills;(2) Whether the genre-based writing method is possible to increase students' interest in writing. The experimental result and the questionnaire show that genre-based approach in ESL writing teaching really can improve students' writing achievement and enhance students' interest in English writing.

Thoughts and Practices on Cultivating College Students’English Writing Ability

Writing is one of the difficulties in English teaching,and it is a measure of students’mastery of English words,words and sentences.However,students generally find English writing difficult.Therefore,cultivating students’English writing ability is an important topic in current English teaching.There are various ways of cultivating writing ability,which can be summed up as follows:leading students to learn by themselves,cultivating students’ability to apply knowledge comprehensively,improving teachers’classroom language artistry,and emphasizing students’hard work in basic skills.

A Study on English Writing Anxiety of Chinese College Students

The study investigated the relationship between English writing anxiety and English proficiency of Chinese college students. A total of 149 college students participated in the study. Research data was collected through a writing anxiety test and the final course scores of writing classes. In order to address assess writing anxiety, three factors(Negative perception about writing ability, Fear of evaluation, and Avoidance of writing in English) were examined. The results found that Chinese college students were highly apprehensive in the process of English writing, and the Negative perception about the writing ability was a most important and significant component of their writing anxiety. It also found that there was a significant correlation between the writing anxiety and the final English writing score, and it also provided evidence that self- perception about the writing ability had the strongest relationship with the writing performance. Students who are not interested in taking more advanced English writing classes were more anxiety than the participant who were willing to enroll the courses.

The Provision of Teacher Feedback on Students＇Writing in College English Teaching

Based on several pieces of research,this paper discusses about the provision of teacher feedback on students’writing in college English teaching.In the practice of providing teacher feedback,several factors including the focus and the patterns of language use may influence the effectiveness of student’s writing.

College English Writing Instruction from the Perspective of Text Linguistics

This paper is designed to explore whether the theory of text linguistics,especially the knowledge of cohesion,coherence and cohesive devices could be applied in college English writing teaching to help improve students’writing abilities.Besides,the author puts forward some suggestions for both English teachers and learners.

The Study on College English Writing Based on Multi-dimensional Feed-back Mode

The study constructed a multi-dimensional feedback mode integrating teacher feedback, peer feedback and network feedback, and applied it in the teaching of College English Writing. After 16 weeks of teaching, the students in the multi-dimen-sional feedback class had significantly better overall writing scores than those in the teacher-feedback class. In terms of individual scores, multi-dimensional feedback played a better role in improving vocabulary and grammar than the class using teacher feed-back. However, there were no significant differences in the responses of writing tasks, coherence and cohesion. The study showed that most students were satisfied with the mode, believing that it was helpful to relieve writing anxiety, stimulate writing interest and improve their writing level.

Mini-corpus Based Analysis of Errors in Higher Vocational College Students' Writing

Errors are of significance to language learners in that they are unavoidable and necessary part of learning. We collect120 HVC students' in-class compositions. Writing errors are identified,marked and annotated in line with the error tagging system used by Gui in CLEC. A mini-corpus is created and tokens are counted and analyzed with SPSS. A factor analysis together with follow-up interview is made to figure out if common factors can account for certain types of errors.

Reflections on the Automated Essay Scoring System of English Writing in Vocational Colleges

English Teaching in higher vocational colleges emphasizes the principle of "practical use and adequate sufficiency". English courses should not only lay a good foundation for language, but also pay more attention to the training of practical language skills, especially the ability to use English to deal with daily and foreign business activities. Higher vocational college students who are relatively weak in their basic English writing are particularly prominent,far from the regulated requirements. Because of the poor basic learning ability of higher vocational college students, it is very important for teachers to supervise and get feedback. But the ratio of students to English teachers in some higher vocational colleges has reached 130 : 1, so it is becoming more and more important for teachers to adopt computer aided correction composition system.

On Peer Feedback Strategies of Process Writing in College English Class

Peer feedback is an indispensable part in process writing. However, in college English class, students pay less attention to peer feedback than teachers' feedback. What's more, without teachers' guidance, most of students don't know how to give feedbacks and what feedbacks should be given. Therefore, some strategies should be used to help students to make more effective feedbacks and stimulate students' interest to actively learn from their peers.

An Analysis of the Syntactic Ambiguity in English Writing in College of Arts

Writing correct sentence conforming to local English expression is the foundation of English writing. Therefore,in order to help to improve artistic college students' level of English writing,this thesis will try to analyze several syntactic ambiguity phenomena by means of citing typical compositions written by my students who come from different departments of the college of arts.

A Study of Syntactic Errors in College English Writing

Writing is an integrated task which can test language learners’ability towards vocabulary,grammar,syntax,etc,and is therefore favored by many examinations both at home and abroad.However,Chinese students tend to perform poorly in English writing.The paper randomly chooses 30 compositions from sophomores from a Beijing university and picks out the syntactic errors,which can hardly be corrected merely by reference books and is therefore of great value.These errors are classified into eight types and the reasons are put forward in order for students to avoid them in future studies.

Application of Lexical Chunks in Teaching College English Writing

Lexical chunks,as one of the most important units with the feature of both grammar and vocabulary in a language use,as the smallest unit of language input,memory,storage and output,has a very broad application prospect in teaching college English writing.Lexical chunk is semi-refined language,which can be used as a whole stored in the memory,and can be extracted directly in use.Lexical chunks can effectively improve processing efficiency of the language resource information,alleviate learners ' timed writing pressure,overcome the influence of negative transfer of native language,to improve the students' writing fluency,accuracy and vitality.

Composition Templates in English Writing of the College Entrance Examination

In recent years,more and more students relay on universal composition templates.Students believe that the"universal composition template"can cope with all kinds of English tests.How the pros and cons of writing methods seem to put things right once and for all?How’s enlightening significance to English teaching?In this paper,based on the two language acquisition theory and analyze the advantages and disadvantages of the composition template,some suggestion are given to the students to improve their English writing level.

An experimental study on the lexical approach to College English writing proficiency

How to cultivate college students＇ ability to output their thoughts in writing accurately, fluently and efficiently deserves a higher priority in College English teaching. This paper carries out an experimental study to explore the effectiveness of facilitating college students＇ writing proficiency by incorporating the lexical approach into College English lessons, and thereby propose its pedagogical implications.

The Importance of E-assessment in College English Writing

We focused on the e-assessment in college English writing issue from an online assessment tool perspective. Different from previous inquiries, this research addressed the importance of e-assessment in the study of college English writing. In particular, we aim to examine the importance of the e-assessment. We start with a brief introduction of e-assessment. An additional discussion of the use of e-assessment is also provided. We end the study with the conclusion that e-assessment plays an important role in college English writing. We identify in our study that the forms and the effectiveness of assessment in writhing have direct effect on learners＇ understanding of the curriculum of college English writing and determine their capacity to make advances in college English writing. As a result, we can propose that e-assessment plays a critical role in the learning experience in college English writing.

Approaches to Teaching English Writing in College based on Collaborative Learning in the Network Milieu

The teaching process of English writing in the colleges can be carried out with more effective and innovative approaches in the network milieu,and the concept of collaborative learning can also become the basic teaching philosophy of English writing.The teaching conditions of English writing in some colleges and universities were analyzed.In general,the overall teaching conditions suffer from many deficiencies,which become the aspects for developing English writing teaching activities based on collaborative learning in the network milieu.Achieving the teaching outcomes of either collaborative English writing or English writing on the basis of collaborative learning is not easy.This paper will analyze the difficulty of college English writing teaching based on collaborative learning in the network milieu,and put forward specific suggestions for teaching.