A Research On Avoidance Phenomenon In High School English Writing

Avoidance refers to the phenomenon that second language learners constantlyavoid using certain language forms or items. Since1974avoidance was firstly identified,an increasing number of researchers have shown their concerns, especially from theaspect of second language acquisition. It can benefit language learners with more fluentcommunication, but when improperly applied, backwash effects are also observed. Thepresent thesis aims to study avoidance phenomenon based on high school Englishwriting teaching.The thesis consists of five parts: Introduction, Chapter One, Chapter Two,Chapter Three and Conclusion.Introduction mentions the purpose and significance of the present research, andtries to give an overall view of the present research.Chapter One is literature review, which introduces the previous studies onavoidance phenomenon both at home and abroad, and discusses the theoretical basis ofthe research.Chapter Two is the methodology of the present research, which includes researchdesigns, subjects, instruments, research questions and data collecting. By conductingtwo classroom writing practices with64students from Class One, Grade Two, No.1Middle School,126valid samples in three different topics are collected. With interview and data analysis, the research aims at solving the following two problems:1. What kind of language forms or items are likely to be avoided in high schoolEnglish writing?2. Why do high school students tend to avoid certain language forms or items intheir writing?Chapter Three presents the results of the research. Students’ avoidance behaviorin English writing could mainly be divided in two aspects as lexical and syntactic, witha tendency of using hyperonym, synonym, active voice, and so on. The reason ofavoidance could be attributed to their deficiency in second language ability, interferenceof native language, over indulgence of certain language structures, lack of languageconfidence and backwash of examinations.Conclusion summaries the whole thesis and provides5suggestions for teachingpractice：1. Increase students’ language output.2. Enhance students’ language input.3. Constant feed backs of examination.4. Tolerate students’ mistakes at a larger extent in examinations.5. Help students aware of avoidance strategy and its effects.