An Analytical Study On Application Of Stylistics In High Schools' English Writing Teaching

Writing competence is one of the most essential parts in English teaching. However, English writing teaching in high schools has not formed a systematic pattern, which results in students'low writing ability. Based on stylistic theories, by error analysis, this thesis seeks to argue for the great necessity and usefulness of stylistic theory in achieving senior students'writing competence and for its urgent application in EFL teaching. This thesis tries to answer the following questions: a. What problems do exist in high school students'written expression? b. What relationship does exist between stylistics and writing? c. How application of stylistic theories in high schools'English writing teaching is realized?In order to answer the above questions, the research will follow the following steps. Firstly, the thesis analyzes the existing problems in senior students'writing and points out the disadvantages of traditional English writing teaching. Secondly, the thesis provides an introduction to stylistic notions and analyzes the correlation between application of these theories and students'written competence. Thirdly, the thesis elaborates the teaching practice in which teachers apply stylistic theory to improving students'written competence. Lastly, there is much close interplay between stylistic theories and EFL teaching, so it is obvious that stylistic theory can facilitate English language teaching in middle schools. Through the analysis, this thesis concludes that:1) To apply stylistics to guiding high schools'writing teaching overcomes the drawbacks of traditional teaching, which stresses the grammar while ignores the discourse, and enhances strong points while avoids weaknesses. It combines the discourse stylistic analysis with linguistic knowledge teaching organically, emphasizing the appropriateness of expression.2) Teachers effectively give guidance to students and apply stylistic theory to English writing teaching from genre, lexicon, syntax and discourse, which fully embodies the scientific teaching method from simple to complex, from easy to difficult in writing training. After systematic writing guidance and intensive training, students' written communicative ability will be unremittingly enhanced, from guided writing in the elementary stage, through free writing in the immediate stage, to eventual creative writing in the advanced stage.