ABSTRACT

It is universally acknowledged that English writing is one of the most effective methods to test the learners’ learning outcomes. Although a large number of factors exert negative influence on university students’ writing level, avoidance plays the most blaming part in the process of writing. 

After analyzing two kinds of avoidance in English writing, namely linguistic avoidance and non-linguistic or cultural avoidance, the thesis explores the causes of avoidance and its relationship with writers’ language proficiency. The results show that avoidance in English writing results from diverse reasons, which are mainly the lack of language knowledge, wrong evaluation criterion and difference in culture and thinking pattern. Meanwhile, the research proves the negative correlation between the English proficiency level and the use of avoidance. Finally, corresponding solutions are proposed to raise the consciousness of “avoidance” among English teachers and students, and to improve students’ learning efficiency.

Key words: avoidance; English writing; English proficiency level

CONTENTS

ACKNOWLEDGEMENTS

ABSTRACT

摘要

CHAPTER ONE INTRODUCTION-1

1.1 Significance of the Study -1

1.2 Objectives of the Study-2

CHAPTER TWO LITERATURE REVIEW-3

2.1 Definition of Avoidance-3

2.2 Classifications of Avoidance-3

2.3 Previous Studies on Avoidance-4

2.3.1 Researches on avoidance abroad-4

2.3.2 Researches on avoidance at home-5

CHAPTER THREE METHODOLOGY-6

3.1 Research Questions-6

 HYPERLINK \l "_Toc356856949" 3.2 Research Design-6

    3.2.1 Participants-6

3.2.2 Instruments-7

3.3 Procedure-7

CHAPTER FOUR RESULTS AND DISCUSSION-8

4.1 The Aspects of Avoidance-8

4.1.1 The avoidance of vocabularies-8

4.1.2 The avoidance of structures-9

4.1.3 The avoidance of coherence-10

4.1.4 The avoidance of idioms and rhetoric-10

4.1.5 The negative transfer of mother language-11

4.2 English Proficiency Level and Avoidance-12

4.3 The Causes of Avoidance-12

4.3.1 The lack of language knowledge-13

4.3.2 Nonintellectual factors-13

4.3.3 Wrong evaluation criterion-13

4.3.4 Difference in culture and thinking pattern-14

4.4 Attitudes towards Avoidance-14

CHAPTER FIVE CONCLUSION-17

5.1 Major Findings-17

5.2 Pedagogical Implications-18

REFERENCES  -20

APPENDIX A-22

APPENDIX B-23