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o  express  their  thoughts  with  proper  words. Some  better-grade  students  have  difficulty  in  grammar,  and  they  try  to  use  complex  words but fail in connecting them by some proper sentence structures.  In fact, the biggest problem for  senior  high  school  students  is  that  they  do  not  know  what  to  write,  which  leads  to  their very  short  passages  in  examination.  The  New  Curriculum  Standard  requires  senior  high school students to have a large vocabulary of 3500, however, most students just can have half of  3500  or  less,  which  results  in  their  inability  to  express  thoughts  freely.  Certainly,  apart from  lack  of  vocabulary,  there  are  also  other  reasons  which  can  explain  the  prevailing situation in senior high school. According to interviews with some students who are willing to learn English but not driven to, they still fear for English writing. They say that they lack confidence  after  getting  writing  homework.  Also,  they  do  not  think  writing  is  a  high-paid item  in  the  exam  paper.  As  a  result,  what  can  be  found  from  senior  high  school  students? English  writings  are  their  lacking  of  vocabulary  and  writing  skills,  their  simple  and  dull contents, and their inability to revise their finished writings. 
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2. Theoretical Basis and Literature Review

The study focuses on the function of noticing on students? English writing in senior high school.  Input  Hypothesis  and  Output  Hypothesis  are  introduced  simply.  And  studies  on  the two  important  theories  are  concluded  in  order to  get  some implications.  What?s  more,  three writing teaching approaches are involved in this part and compared with the writing method in this study. Finally, by analyzing related studies on English writing, the researcher presents the significance and innovation of the study.

2.1 Input Hypothesis
As  for  the  second  language  acquisition,  Krashen?s  main  contribution  is  the  Input Hypothesis.  Krashen  states  that  comprehensible  input  is  essential  for  language  acquisition, and it should be more complex than what learners have learned before (1983). He uses “i+1” to  interpret  his  Input  Hypothesis.  “i”  means  the  present  language  level  reached  by  learners, and  “1”  means  expected  language  level  which  is  a  little  higher  than  “i”.  Input  Hypothesis proposes  that  comprehensible  input  means  some &n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。