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Chapter One Introduction

1.1 Research Background
As we know, writing is one of the four basic and important skills in languagelearning., A significant increase of expectations for the improvement of high schoolstudents’ writing is observed in recent years. Teachers and students try really hard tomaster those basic skills and researchers raise many questions about ways to improvethe written production of language learners. Writing classes are given to studentsevery week and a great deal of writing tasks are assigned, such as compositions,reports, week-diaries, and other types of assignments. The evidence from previousresearches, however, shows that students have not acquired the proficiency in thewriting skills expected of them (Qin, 2006, pp. 54-57).A great deal of effort has been made to investigate whether frequency can helpfacilitate aspects of second language teaching and learning. Many achievements havebeen made, and some conclusions have been drawn from various perspectives. Thereare already some studies investigating the effects of frequency or repeated writingtasks in learners’ written production. It is widely accepted that the increase of writingfrequency can effectively improve the overall quality of learner’s written production.However, most studies of writing frequency are simply theoretical discussion (Luo,2005; Wen, 2003; Zhou, 2006) and only a few empirical studies have been carriedout (Bei 2009, Qin, 2006; Zhou, 2004, 2006). Besides, the conclusion about howfrequency influence the fluency, accuracy and complexity of high school Englishlearner’s written production remains inconsistent. These three dimensions have beenused to describe the performance and proficiency of language learners’ speaking andwritten production and to indicate learners’ proficiency according to their linguisticperformance.
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1.2 Research Objectives
The purpose of the present study is to investigate the influence of writingfrequency on learner’s written output. To be specific, there are three objectives to beachieved in this paper:
(1) to investigate the effect of writing frequency on high school English learner’stimed written production;
(2) to investigate whether the influence of frequency will last for a considerableperiod of time;
(3) to give some suggestions on the learning, teaching and evaluation of Englishwriting.
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Chapter Two literature review

2.1 Introduction
This chapter gives a comprehensive review of what has been achieved andwhat needs to be done in the study of writing frequency and written production.Previous studies mainly investigate the influence of frequency on the oral production,but the researches on writing frequency, especially the empirical ones about highschool English learners, are quite limited. In the meanwhile, there is no consistentconclusion about how frequency influences the fluency, accuracy and complexity oflearner’s timed written production and the delayed effect of writing frequency is notclear. The literature review of the thesis is divided into three parts. The first partreviews the important concepts in this thesis, including the definition of writingfrequency, fluency, accuracy and complexity; The second part reviews the previousstudies of writing frequency, including the cogn本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。