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;      3.3.2 Lexical Variation.......... 32-33
        3.3.3 Lexical Sophistication..........33-34
    3.4 Syntactic Complexity ..........34-37
Chapter Four Research Design and Methodology ..........37-42
    4.1 Purpose.......... 37
    4.2 Design..........37-38
    4.3 Subjects ..........38
    4.4 Instruments ..........38-39
    4.5 Data Collection..........39-42
        4.5.1 Subjective Rating ..........39-40
        4.5.2 CET 4 Rating Standard.......... 40-41
        4.5.3 Coding ..........41-42
Chapter Five Results and Discussion.......... 42-54
    5.1 Statistical Analysis.......... 42-44
    5.2 Lexical Complexity in Writing of English..........44-48
    5.3 Syntactic Complexity in Writing of English Majors..........48-51
5.4 Causes for the Differences.......... 51-54

Conclusion

L2 learning and instructing are an important but trying, time-consuming yetrewarding task for both L2 learners and instructors and more researches and studiesare invited to make it more effectively and efficiently. Some additional suggestionsare listed below aiming to contribute to L2 development.The Input Hypothesis proposed by Krashen (1989) assumes that the morereading learners do or is exposed to, the more input including lexicon, grammar anddiscourse learners obtain. Reading and writing are closely interrelated with each other.Thus, L2 instructors encourage L2 learners to read extensively aiming to enlarge theirvocabulary, acquiring knowledge o f cultures, values, et in order to improve learners’writing proficiency.
In writing of both groups, there are sentences marked in Chinese thinkingpatterns. Due to the tremendous difference in Chinese and English thinking patternsand thinking modes, this problem is not easy to cope with. L2 instructors areencouraged to intensify input of materials that reflects English thinking patterns anddifferences between western and Chinese cultures.
As a complicated process, writing involves various elements to take intoconsideration in procession. The present study probes into the differences displayed inthe writing of English majors and non-English majors within sentence level, i.e., lexically and syntactically, whereas the differences displayed in the writing of Englishmajors and non-English majors beyond sentence level is not covered, which offers animplication for further research to look into the differences in paragraph level ordiscourse. Moreover, lexical complexity and syntactic complexity contain moreelements as measures than what has been studied, so this is another implication forfollowing studies.

Bibliography
1. Anne Ruggles Gere. Writing and www.51lunwen.org/sampleenglishpaper/ learning [M].New York: Macmillan PublishingCompany, 1985, 5-15.
2. Bereiter, C & Cardamalia, M. Psychology of Written Composition. Hillsdale, NJ;Laurence Erlbaum Association, 1987.
3. B. J. Richards, D. D. Malvern. Quantifying Lexical Diversity in the Study ofLanguage Development [M]. Reading: Faculty of Education and 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。