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English writing capacity constraints the increasing of the level of non-English major students, but also the weak link in students’ English learning. It is a common phenomenon that students’ English writing level is not high, and to improve their English writing skills is closely related to the learners themselves, at the same time, educators also play a significant role. Improving English writing skills need to start from the factors which impact on writing and to find effective countermeasures; on the other hand, also need the perseverance of students and the proper guidance of educators. This paper will sum up the factors which cause this phenomenon by analyzing the status of non- English major students’ writing ability, and thus come up with effective countermeasures.
Ⅱ. The Analysis of the Status of Non-English Major Students’ Writing Ability
Writing is a continuous process which needs to organize and find the most effective language for continuous exchange of ideas, and it can validly improve the purpose and internalization of learning contents, and promote the use of the target language, thus, contributing to the target language acquisition. But in China, the writing has always been the weakest link in learning English. Although in English teaching, writing requirements and listening, reading requirements are synchronized, improving their writing ability is still the most difficult task. With the students paying more importance to application ability of English, the ability of spoken English has been improved rapidly. Only writing skills stagnate. English writing has become an insurmountable obstacle in non-English major students’ English learning.
Currently, non-English major students’ lower level of writing ability is a very common phenomenon. Mainly for the most of learners do not want to write, not dare to write. Many students said that there will be mind-blank and with no thinking when they start to write. All of these phenomenon show that they can not express their thoughts in English thinking, and not be able to pick out the proper words and the appropriate organizations to organize the chapter structure. Even if the student writes an article, we can pick out the large or small errors of vocabulary, sentence patterns and grammar. There are errors such as misspelled words, improper use of vocabulary; sentence errors, irrational sentence structure and sentences can not form a chapter. There are some students even leave the essay blank when they do the examination. Because of lack of writing skills, resulting in that student’s loss of confidence in the English writing, the end result is to give up. This is also from another side show that English writing did not arouse non-English major students’ full attention. Many students even believe that the level of English just only connect with the use of spoken English, and writing ability in English is a secondary or even useless, which thus leads to more degradation and lack of writing ability.
Through the survey to a part of non-English major students’ writing ability, I find that during their writing process, the most common problems are that they do not realize how to choose the right words; they do not know how to match the syntax and grammar; do not know how to reasonable organize discourse structure and correctly express their views. Even some students said that English writing is completely uninterested. Also part of the students said, English writing ability is not the main content in English learning English, so they did not strengthen exercises. On another aspect, the most of educators do not mention the importance of writing skills in English for English learning, leading students to ignorant the importance of improving their English writing skills.