An Effect Research On Application Of Ideational Grammatical Metaphor In College English Writing

An ongoing scenario of a more effective didactics in the teaching and learning of college English writing speaks volumes for many a common effort coordinated to ameliorate an individual cognitive problem-solving skill, as well as a basic language skill which is complex and recursive as it is an expression of the thought , in regard thereof, it is above reproach that it has been deemed as an enormous challenge to non-native speakers to generate a coherent, fluent, extended piece of writing in English as a foreign language, the most spiny activity in learning and teaching of English in this country as far as it goes. As much as to say, theoretically, it is the lack of conceptual fluency that lies at the bottom of the writing nettle, which refers to such a language performance that the surface structure of the target language (such as lexicon, syntax and text) can not match with the underlying structure of it, the thought of the native speakers'mainly. In a manner of speaking, it is the differences between congruence and metaphor called by Halliday, that cause the lack of conceptual fluency in college English learners'writing as the thinking modes of oriental nations are depicted as holistic, dialectical, concrete and visualized, subjective and ambiguous, but those of occidental people individual, analytic, abstract and accurate. Wherefore, for the improvement of the conceptual fluency, a key has to be excogitated to the realization of transference from the congruence to the metaphor. Certes, it is basically quite a fly in the ointment to just have some discrete, gynogenic suggestions hard to follow in practice advised, nevertheless, it is fortunately no denying that ideational grammatical metaphor is an operative means which may mean to heightening of conceptual fluency and advancement of efficiency of communication. For the above deductive reasons, it may be hunched reasonably that ideational grammatical metaphor, a kind of change in structure from the perspective of function could be applied into and have an favorable effect on college English writing only to crack the nut of lack of conceptual fluency.In response, the empirical study has been done with the goal to investigate, under the teaching method of the ideational grammatical metaphor training in writing, (1) whether there exists significant difference between the experimental group and the control group in post-test performance; (2) whether there is the significant difference between the use of the ideational grammatical metaphor of the experimental group and that of the control group after the training; (3) the relationship between the ideational grammatical metaphor and the lessening of the impact on the conceptual fluency from Chinese; (4) the relationship between the ideational grammatical metaphor and the rising of the conceptual fluency in writing; besides the problem specifications in conceptual fluency of English writing. By college non- English major students'proficiency, eighty freshmen of two classes from Grade 2007 of The Economy and Foreign Trade College of Jilin University, whose writing courses one and same teacher teaches are chosen with the method of systemic random and group sampling as the participants (with scores of National Matriculation English Test more than 120 ). English writing pre-test and post-test singly, and also a questionnaire survey about the participants'background information of writing, ideational grammatical metaphor and conceptual fluency by means of two Chinese version questionnaires are applied with the data administered by SPSS16.0. Statistical analysis of the collected data yields the following findings: There exists significant difference between the experimental group and the control group in post-test performance. There is the significant difference between the use of the ideational grammatical metaphor of the experimental group and that of the control group after the training. The ideational grammatical metaphor is contributive to the advance of the conceptual fluency and the lessening of the impact on the conceptual fluency from Chinese.To summarize, the findings of present study indicate that the pedagogic model based on the combination of the ideational grammatical metaphor training and the normal English writing course is better than the single normal English writing course in the advance of Chinese student's English writing.