Investigation And Countermeasures Of Avoidance Phenomenon In Junior Middle School Students' English Writin

Writing is the embodiment of students’ comprehensive language ability.However,compared with other English skills,the performance of most junior high school students in English writing is quite weak.In practical teaching,some teachers often take vocabulary and reading as the focus of teaching,ignoring the importance of writing teaching.From the analysis of students’ compositions,it can be seen that most students’ compositions consist of simple words,and less involved in the use of advanced vocabulary and complex sentences.This is not only related to students’ own knowledge level and practical ability to use knowledge,but also an important reason is that students use avoidance strategies intentionally or unintentionally.Avoidance is not only present in the regular study process,but also reflected in various kinds of exams.Some students take it as a test-taking strategy to pursue high scores,but it greatly affects the improvement of their writing skills.The author,through questionnaire,students composition text analysis method and personal interviews with 24 students,analyzes 109 students’ English writing text of a junior high school of the Chongqing Wanzhou district,probes into the avoidance phenomenon in current junior middle school students English writing,analyses the reasons,put forward the related Suggestions,and provide enlightenment to the junior middle school English writing teaching.This study will use Interlanguage Theory,Monitor Hypothesis and Communication strategy Theory,examine the following questions through questionnaires,text analysis and interviews: First,in which aspects do junior high school students avoid the phenomenon in the process of English writing? Second,what are the causes of avoidance in junior high school students’ English writing? Third,what are the countermeasures to improve students’ use of avoidance strategies in English writing?Through data analysis,it can be found that students’ avoidance phenomenon in English writing is embodied in lexical avoidance,syntactic avoidance,discourse avoidance and topic avoidance.Among them,lexical avoidance is the most obvious in writing,followed by syntactic avoidance,and discourse avoidance and topic avoidance are relatively few.In addition,the author analyzes the causes of students’ avoidance in writing,including lack of knowledge of the target language,the impact of native language transfer,the negative influence of non-intellectual factors,the impact of grading criteria,insufficient input,etc.Based on the analysis of the avoidance phenomenon and its causes,this paper puts forward some teaching suggestions from the perspective of teachers and students for improving the avoidance phenomenon in junior high school students’ English writing.For the teachers,strengthen students’ language input and output;reduce the negative effects of non-intellectual factors,cultivate and strengthen students’ English thinking awareness,improving writing evaluation methods.For the students,students should enrich their own knowledge structure,develop a good writing attitude and master the correct writing method,etc.