大学英语写作教学中的问题及解决方案(英文)

Conclusion
This thesis has probed the current situation of college English writing teaching in China through investigation in the forms of book reading, data collection and analyzing, and finds that the college students’ writing ability is far from satisfactory.
   The main problems are teacher-centered teaching method and marking methods in teachers and lack of interest, linguistic cognitive problems from students. After comparing traditional and new approaches, it has been found out that both product approach and process approach to writing instruction contribute to the gains of writing proficiency for Chinese EFL college English students, however, product approach is no longer appropriate for today’s teaching obviously, since many problems have been protruded. In addition, process approach, as revealed in the present study, has demonstrated some strength in helping college English students change their attitudes positively towards writing in English.
Providing effective feedback, which is student-centered, is helpful for the students to develop their creativity and to generate their writing contents and ideas. In the past three decades, studies have been conducted on the contribution of teachers’ written feedback to the quality of L2 student writings. Moreover, future research on feedback should be more closely related to students-centre and improvement in writing ability.
In order to improve the college students’ writing ability, teachers should change his role from a controller to a facilitator, by organizing effective writing instruction, and stimulating the students’ motivation and autonomy in English writing. Besides, teachers should integrate effective approaches to stimulate students’ thinking, to accumulate information, to deepen students’ understanding on the topic, so as to help them gain insights into the subject matter and refine the writing work in the writing process. Process approach and peer feedback link each other and are beneficial to the students in their writing.

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