An Analysis On Avoidance Phenomenon In English Writing In Senior High School

As the process of language output,writing reflects students’ comprehensive language skills and logical thinking.However,most students’ performance on the complex cognitive activity of English writing is relatively weak.In recent years,scholars have conducted researches on the avoidance phenomenon in English writing.Avoidance is a common psychological phenomenon in the process of second language acquisition.Learners’ language proficiency cannot be improved if they avoid using complex language expressions in writing for a long time.Therefore,based on monitor model theory and the theory of communicative strategy,the study adopts text analysis,questionnaire and interview as research methods to study the avoidance phenomenon in English writing of 84 senior high school students in Chaoyang District,Beijing and analyze the influencing factors,as well as put forward the corresponding teaching suggestions in order to improve the teachers’ English writing teaching in senior high school.The study mainly investigates and analyzes the avoidance phenomenon in senior high school English writing.The questions are as follows:(1)What do senior high school students usually avoid in English writing?(2)What are the influencing factors of the avoidance in English writing?(3)How do students reduce avoidance phenomenon in English writing and deal with avoidance strategy correctly?Based on the data analysis,the result shows that in the collected English writing texts,syntactic avoidance is the most obvious,followed by lexical avoidance,and topic avoidance is the least.Besides,there is a significant negative correlation between students’ avoidance and English proficiency.Moreover,learners with intermediate English proficiency tend to avoid in lexical and syntactic aspects,while learners with low proficiency are likely to avoid in all the three aspects.In addition,the thesis analyzes the factors that may affect students’ avoidance in English writing.Finally,based on the research results,such pedagogical implications are put forward as enhancing the awareness of chunk and cultivating learners’ English thinking,increasing the input and output of the target language and developing non-intellectual factors,so as to contribute to improving writing teaching quality.