三語(yǔ)專業(yè)藏族大學(xué)生英語(yǔ)寫作薄弱環(huán)節(jié)探析-基于體系性教學(xué)因素的調(diào)研

三語(yǔ)專業(yè)藏族大學(xué)生英語(yǔ)寫作薄弱環(huán)節(jié)探析——基于體系性教學(xué)因素的調(diào)研Title:AnalysisofWeaknessesinEnglishWritingSkillsofTibetanUniversityStudentsMajoringinTri-lingualEducation:AStudyonSystematicInstructionalFactorsAbstract:ThispaperaimstoexploretheweakareasinEnglishwritingskillsforTibetanuniversitystudentsmajoringintri-lingualeducation,andfocusesoninvestigatingtheimpactofsystematicinstructionalfactorsontheirEnglishwritingability.Thestudyadoptedamixed-methodsapproach,includingsurveysandinterviews,tocollectdatafromTibetanuniversitystudentsandEnglishlanguageinstructors.ThefindingsindicatethattheweakareasinEnglishwritingskillsamongTibetanuniversitystudentsareprimarilyrelatedtogrammar,vocabulary,andorganization.Moreover,thestudyrevealsthatsystematicinstructionalfactors,includingcurriculumdesign,teachingmethods,andassessmentstrategies,significantlyinfluencestudents'Englishwritingperformance.Basedonthesefindings,recommendationsforimprovingEnglishwritingskillsamongTibetanuniversitystudentsareprovided.1.IntroductionInrecentyears,thetri-lingualeducationpolicyhasbeenimplementedinTibetanuniversitiestoenhancestudents'languageproficiencyinTibetan,Mandarin,andEnglish.However,manyTibetanuniversitystudentsstillstrugglewithEnglishwritingskills.ThisstudyaimstoidentifytheweaknessesinEnglishwritingskillsamongTibetanuniversitystudentsmajoringintri-lingualeducationandanalyzetheimpactofsystematicinstructionalfactorsontheirwritingability.2.MethodologyThisstudyusedamixed-methodsapproachtocollectdata.First,asurveywasconductedamongTibetanuniversitystudentstoassesstheirself-perceivedweaknessesinEnglishwritingskills.Additionally,Englishlanguageinstructorswereinterviewedtogathertheirinsightsonthestudents'weaknessesandtheinstructionalfactorsaffectingtheirwritingability.3.ResultsandDiscussionThesurveyresultsrevealedthatTibetanuniversitystudentsperceivedgrammar,vocabulary,andorganizationasthemainweaknessesintheirEnglishwritingskills.ThesefindingswerefurthercorroboratedbytheinterviewswithEnglishlanguageinstructors.Thestudyfoundthatstudentsoftenstrugglewithsentencestructure,grammarrules,andappropriatewordchoice,leadingtogrammaticalerrorsandlexicalinaccuraciesintheirwriting.Furthermore,thelackoforganization,coherence,andunityintheircompositionshinderedeffectivecommunicationofideas.4.AnalysisofSystematicInstructionalFactorsThestudyinvestigatedtheimpactofsystematicinstructionalfactorsonTibetanuniversitystudents'Englishwritingskills.Thefindingssuggestedthattheweaknessesobservedareinfluencedbyseveralkeyfactors:4.1CurriculumDesign:Thecurrentcurriculumlacksaclearandwell-structuredapproachtoteachingEnglishwritingskills.Thereisaneedforamoresystematicintegrationofgrammar,vocabulary,andcomposition.Additionally,thelackofadequatepracticeandfeedbackopportunitieshampersthedevelopmentofstudents'writingskills.4.2TeachingMethods:Thestudyfoundthattraditionalteachingmethods,whichfocusongrammarinstructionandrotememorization,dominateintheEnglishwritingclassrooms.Thesemethodsfailtoengagestudentsactivelyandneglectfosteringcriticalthinking,creativity,andindependentwritingskills.4.3AssessmentStrategies:Theassessmentmethodsusedforevaluatingstudents'writingskillsoftenprioritizegrammaraccuracyoveroverallwritingquality.Thiscontributestostudents'tendencytoprioritizecorrectnesswhileneglectingotheressentialelementsofwriting,suchascoherence,organization,andcreativity.5.RecommendationsToaddresstheweaknessesinEnglishwritingskillsamongTibetanuniversitystudentsmajoringintri-lingualeducation,thefollowingrecommendationsareproposed:5.1CurriculumEnhancement:Revisitthecurriculumdesignanddevelopawell-structuredEnglishwritingprogramthatintegratesgrammar,vocabulary,andcompositioneffectively.Provideregularpracticeexercisesandfeedbacktostudents.5.2InnovativeTeachingApproaches:Encourageteacherstoadoptstudent-centeredteachingmethods,focusingonactiveparticipation,criticalthinking,andcreativity.Incorporatewritingactivitiesthatfosterindependentthinkingandexpression.5.3BalancedAssessment:Revisetheassessmentstrategiestoemphasizenotonlygrammaraccuracybutalsooverallwritingquality,coherence,organization,andcreativity.Provideconstructivefeedbackthatguidesstudentstoimprovetheirwritingskillsholistically.6.ConclusionThisstudyprovidesinsightsintotheweaknessesinEnglishwritingskillsamongTibetanuniversitystudentsmajoringintri-lingualeducation.Theanalysisofsystematicinstructionalfactorshighlightstheneedforcurriculumenhanceme