Investigation And Analysis To Avoidance Phenomenon In Writing In Senior School

As one of the factors that affect high school students' writing level, avoidance phenomena plays an important part in the process of English writing. Avoidance is a kind of circuitous way that the learners use when they are not sure about a certain sound or a word or a pattern or when they feel difficult about them. At least two possible factors can account for the generation of avoidance phenomena: one is students' limited language ability and the other has much to do with the psychological factors involved in the process of writing. This paper classifies the avoidance phenomenon in students' actual writings in terms of vocabulary, structure, cohesion and topic. And also through face-to face interviews, the author investigates the psychological reasons for students employing the avoidance strategy. The lack in vocabulary and other language knowledge is the main factor that leads to avoidance phenomenon and the grammar is the second important factor that affects students' writing level. Of course, the negative effect cannot be neglected which exists in non-intelligent factors, evaluation of writing, input and output of materials, standard tests and that the native language has on English writing,etc. Avoidance is ,in fact, a communicative strategy. And the use of the avoidance strategy has both its advantages and disadvantages. One of the advantages is that it can help students achieve their whole or at least pat of their communicative purposes. However, students can't develop and improve their language communicative ability because they don't use the proper expressions or patterns to indicate their opinion and give up part of the communicative purposes when they avoid difficulty. If the studentsoveruse the avoidance strategy, students cannot make further progress or tend to make "fixed"mistakes in their writing. Based on the thorough studies mentioned above, the author finally puts forward his constructive suggestions for improving English writing teaching in high school. They are the principles of enlarging language input while emphasizing language output, developing non-intelligent factors and changing the standards for the evaluation of writing and so on.