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1.2 Purpose of the Research
With a view to the importance of writing skill and the existing problems inwriting teaching, the author carried out an experimental study on the effect of lexicalapproach on non-English majors’ writing competence. Besides, the author also intendsto find out the influence of lexical approach on the students’ vocabulary learningstrategies.

1.3 Significance of the Research
Given the embarrassing situation of the writing teaching, a lot of approacheshave been employed to improve it. Product approach has been prevalent in Englishwriting teaching for a long time. However, most of the efforts with this approach havebeen made in vain as a result of its too much attention to vocabulary, sentencestructure and cohesive devices, together with teacher-centered teaching notion,ignorant of students’ composing process. Process approach is efficient in some ways,but being too focused on the interactive process of composing is accompanied by theignorance of students’ linguistic competence and may in turn hinder the successfulprocess of writing. Besides, it is also time consuming. Genre approach can largelyincrease students’ confidence and interest in learning. But it takes the risk of being prescriptive rather than descriptive as a result of the conventionality of genre. Lengthapproach may lead to learners’ language fossilization as a result of focusing oncomposition’s length rather than on language knowledge.

Chapter Two Literature Review

2.1 Previous Approaches to EFL Writing Teaching
Ever since 1970s, the approaches of writing teaching (including ESL/SFL) havebeen put forward incessantly. However, as different linguists and researchers placedemphasis on different aspects and drew on different theories such as cognitivepsychology, textual analysis, and applied linguistics, numerous approaches to theteaching of writing have been established (Zamel, 1985), which have gone throughdramatic changes in the past few decades. This chapter will review product approachprocess approach, genre approach and length approach, including their definitions,theoretical foundations, procedures and comments, that is, their advantages anddisadvantages.

2.1.1 Product approach to EFL writing teaching
Before we enter into the comprehensive review of product approach to EFLwriting teaching, here comes the general introduction of product approach. Productapproach, originated from the school of formalist in western countries, is a traditionalwriting teaching approach based on the theory of behaviorism in psychology whichbelieves that the teaching of writing is achieved in terms of the development of sets ofhabits through process of stimulus and response (Nunan, 2001). Under the influenceof behaviorism, the teaching of grammar and sentence structure with the purpose ofreducing or avoiding errors committed by students becomes the core of foreignlanguage writing teaching. Besides, the procedures of teaching writing under theinstruction of product approach includes: firstly, the teacher provides the students witha model text which will be analyzed on the aspect of rhetorical forms and structuralpatterns. Secondly, the students will be encouraged to write in only one dra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。