随着中国在各方面日新月异的发展，国际学校的数量也与日俱增，越来越多的人将汉语作为第二语言进行学习。目前，二语学生的写作能力相对薄弱，且提升速度慢，进步幅度小。针对这一现象，笔者以X国际学校七年级二语班级为个案研究对象，以国际学校学生二语写作有哪些问题，产生的根本原因是哪些？针对学生二语写作已有问题的教学策略有哪些不足？教学策略将如何改进？为本研究的主要研究问题。 笔者以“偏误”和“失误”的理论为本研究的理论依据，通过研究去发现二语学生写作的常见问题并进行原因分析。目前，国际学校学生二语写作的常见问题主要集中在：一、在词语运用方面。表现为词语存在书写问题以及因学生词语匮乏而无法书写。二、语句常见问题方面。表现为语句不完整、关联词语的错误运用以及英文思维式的语序表达；三、语段常见问题方面。表现为语段内容重复、表达思路不清；四、标点和写作格式方面。表现为遗漏标点、中英文标点符号的混淆使用以及自然段格式。笔者同时对二语写作评改和学生的自行修改的现状及常见问题进行了研究。出现以上问题的主要原因在于，一方面是学生由于马虎出现了的“失误”，另一方面是由于学生的语言背景不同，语言基础不同，因此在写作中受到母语负迁移的影响，从而出现了“遗漏”、“误加”、“误代”、“错序”等“偏误”的发生。 笔者通过以上问题及原因的分析，对学生写作问题已有教学策略进行了梳理，通过寻求这些策略中的不足，在其基础上提出教学改进策略。在教学改进策略方面，本研究以针对二语学生在其写作中出现的问题所进行的写作教学改进策略为研究的切入点，将其制定为改进策略的第一阶段，在这个阶段中，对学生问题分析归类，并根据不同情况采取不同的改进策略。在第一阶段完成的同时进入到第二阶段，即：从评判标准着手，通过评判标准的分解以及实际案例进行剖析，从而深入对改进策略的研究。二语写作实践训练的改进策略作为第三阶段的研究，此阶段研究亦是建立在前两个阶段的基础之上进行的综合训练研究。通过教学策略的实施，二语学生在其写作中有了不同程度的提高。

With the rapid development of China in all aspects, the number of international schools is increasing, and more and more people are learning Chinese as a second language. At present, it is a reality that the writing ability of the second language students is relatively weak, which hinders the entire process of improving their writing skills. In reaction to the phenomenon, the Year7 second language class in X international school as the object of case study. The main research question for this study are what are the international school students' second language writing problem and What are the reasons for these writing problems? What is the lack of the teaching strategies for second language writing? How to improve the teaching strategy? Based on " Error " and "Mistake " theory as the theoretical basis of this study, through research to discover the common problems of second language students writing and to complete the cause analysis. Now, the international student’s study of second language writing common problems are mainly concentrated in: first, in the aspect of word use. It has Showed that the character’s writing problems and lack words to be written. Second, the common problem of statement. Characterized by incomplete statements, associated errors of connectives used and the order of the words with English thinking expression in the sentence; Three, the common problems of the paragraph. It has showed the discourse content repetition, express train of thought is not clear; Four, punctuation and writing format. It has showed the missing punctuation, the confusion of punctuation to use and paragraph formats. The process of marking second language writing and students self-check the status quo and common problems were also studied. Main causes of the above problems, on the one hand, is the student because of careless in the "mistakes", on the other hand is due to students of different language background, different language levels, so under the influence of negative transfer of mother tongue in the writing, thus appeared the” missing error", "addition error", "substitution", " mix up errors" and "wrong order error". Through the analysis of above problems and reasons, generalizes the existing problems of student writing teaching strategy, by seeking the deficiency of these strategies, on the basis of the teaching improvement strategies are proposed. In terms of improvement of teaching strategy, Problems arising from the second language students in their writing and teaching strategy to improve the writing as the breakthrough point of this study, which is the first step of this study. in this step, the problem analysis to the student category, and adopt different improvement strategies according to different situations. The second step is starting from the criteria of judgment standard from decomposition and actual case analysis, thus to improve the strategy of further research. Improvement strategies of second language writing practice training as the third step of the study, which is based on the first two steps. Through the implementation of the teaching strategy, the second language students have improved in their writing.