Therefore, how to improve college English writing teaching has become a top priority. Status quo of academician in English writing shows that there are some problems existing in traditional teaching methods. How to achieve better results in English teaching and how to develop students’ writing competence remain an arduous task for English teachers.
2 Problems in college English writing teaching
As we know, writing is one of the basic skills for college students to acquire in the course of learning English language. However, writing is challenging, whether writing in one’s native language or in a second language. Even those people who use English writing as an indispensable tool in their professions can suffer a lot in producing a written text .Most of the college students seem to have difficulty in writing their thoughts down on paper, and view English writing as an irksome activity and an ordeal to be avoided whenever possible. English is a second language for college students, so it is not surprising that English writing is unpopular with most of the college students in China, who are still developing their English language skills. The problems that the college students may encounter in English writing are various.
In this chapter, two main problems existing in China’s college English writing teaching are exposed.
2. 1 Problems with the teacher-centered methods
Becoming a writer is a complex and ongoing process, and becoming a writing teacher is no less complex. Writing class has been teacher-centered for a long time. Chinese students are taught to be quiet in class when they’re children. College students are traditionally accustomed to being given specific instructions from teachers, and to receiving authoritative feedback from teachers.
Thus, students write for teachers, not for themselves, and as a result, teachers are the only audience from whom students gain writing experience. One result of this is that writing teachers are often overwhelmed by the task of giving a feedback and correcting students’ writing. Generally speaking, students seldom exchange their thought with others by this kind of method, which is not good to develop their ideation. For instance, if a teacher gives a topic at class, their compositions may just possess their own thoughts, which is unfavorable to thought radiated. Lacking of communication, they often have no other way to get more different thinking from others. It is disbeneficial for students to assimilate more knowledge. Even though they have different opinions on this topic, they seldom speak voluntarily in class. They may not speak out their ideas if they doubt it. They are shy and unconfident. How could teachers encourage them to show their views in class is an unconquerable problem in English writing teaching.
Besides, due to the fact that students are passive in the classroom, they naturally feel uncomfortable with cooperative interaction that requires them to take an active role. The class of teacher-centered makes students’ lack of interesting and enthusiasm. This kind of teaching method do not bring enjoyness, in a way, it is a suffering for students to finish writing in 45 minutes. Some of them even pay little attention to what their teacher say in class. Teacher and students can not arouse resonance in sensibility. Teaching and learning begin to get into malignant circle. Consequently, the teacher-led assessment, which is prevalent in college writing teaching, makes writing meaningless and unproductive.
From what discussed above, it is necessary to change teacher-centered teaching approach into student-centered teaching approach. Adopting this method is also one of the main reasons that although many educators have made great efforts on this field, the result is still disappoint.
2. 2 Problems with the marking methods
Traditional feedback is that: teacher gives scores and marks out a few mistakes on students’ paper with red-ink. After giving back to the students, the compositions may never appear in front of the teachers again, It’s hard to say whether students revise the mistakes or not. Students may ignore teacher’s marking and get little from the writing exercise. It’s inefficient. It’s the common phenomenon in most of colleges in China. The purpose of commenting students’ writing is to help students to improve their study quality and writing ability. Usually, there is a total mark in students’ assignments. It is hard for them to understand what the teacher means and why teacher gives this mark to him? For example, a student gets 73 in his work. What are the advantages for him to get 73 and what are the disadvantages to lose 27 points? It can’t tell for the marks directly. So the teaching strategies used in commenting and appraising students’ writing should be changed.
And when a student makes a mistake in his assignment, the teacher would underline it with red-ink. But whether the student would correct it or whether the student would know how to correct it is also a problem.
From the two aspects, we can know that teachers should change their methods in order to improve the efficacy of comment and feedback and to improve students’ writing ability. If the writing feedback is not well considered or unsuitable for the students, it will demotivate the students in writing. How to make good writing feedback is a challenging question for the college English teachers.
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