An Empirical Study On Contrastive Analysis Of English And Chinese Sentence Patterns In Senior High School English Writing Teaching

The purpose of this research is to find a more effective method of teaching English writing to Chinese senior high school students.Based on the contrastive analysis theory and language transfer,the author puts forward contrastive analysis teaching method,which focuses on English and Chinese sentence patterns,in senior high school English class to guide English writing teaching,attempting to explore the effectiveness of contrastive analysis(CA)in improving students' writing competence and writing performance.English writing is one of the most important parts of senior high school English teaching.However,English has always been the week point of English teaching in senior high school.Aimed at the importance and the current situation of writing teaching and learning,this research applies CA teaching method to English writing in senior high school.The research make attempts to find out the answers to the following questions.1.Does contrastive analysis have positive effect on students' English writing of senior high school?2.Can contrastive analysis teaching method improve students' English writing performance more effectively than the traditional method?This research was conducted in No.1 Senior High School,Jinzhou City,Liaoning Province.The participants are 65 students from two classes of Grade One.Class 1 with 32 students is set as an experimental class(EC)and Class 2 with 33 students is regarded as a control class(CC).The research lasted 4 months(from 1st September to 28 th December 2016).In the research project,the EC students were taught English writing by using CA theory and the CC students were taught writing with traditional methods.Questionnaire,tests and interview are used in this research project.The collected data were transferred into SPSS(Statistical Package for the Social Science)(17.0 version)for data analysis.Before the experiment,the pre-test indicates that the students in EC and CC are at the similar level.There is no obvious difference between the proficiency of the two classes.The whole experimental teaching is conducted for 4 months.After the research,the results of the post-test and interview reveal that there exist significant differences between the EC and the CC.To be specific,in the area of writingperformance,the EC students outperform those in CC,justifying the effectiveness of the application of CA to English writing teaching for senior high school students.Based on the quantitative and qualitative data analysis,it has been found that CA has positive effect in students' writing competence and writing performance.Therefore,teaching English writing with CA approach is feasible.It is hoped that the results of this thesis are conducive to students' learning,teachers' teaching and further study.The implications and limitations of this thesis are discussed.In addition,suggestions for further study are also put forward.