一、导言 一提到学生的作文,教师总能列出一大堆有关语言方面的问题:拼写错误、语法错误、旬式单调、缺乏连贯、中心不突出、内容乏味等。语言能力的高低是影响写作能力的一个方面.这方面的论述已颇多(参见杨玉晨、闻兆荣,1994:滕春红,1993;张祥和,1993)。然而,教师往往忽视影响写作能力的另一方面——超语言制约因素。本文从学生自身以及教学两方面分析影响学生写作能力的超语言制约因素,并提出克服这些制约因素的措施。 · I. INTRODUCTION When it comes to student essay, teachers can always list a great deal of linguistic problems: spelling mistakes, grammatical mistakes, monotony of dullness, lack of coherence, lack of focus on the center, and tedium of content. The level of language ability is one aspect that affects writing ability, and there are quite a lot of expositions in this field (see Yang YC Chen, Wen Zhaorong, 1994: Teng Chun-hong, 1993; Zhang Xianghe, 1993). However, teachers tend to ignore the other aspect that affects their ability to write - super-language constraints. This article analyzes the super-language constraints that affect students’ writing ability from the students themselves and the teaching, and puts forward the measures to overcome these constraints. ·