A Study On English Writing Of Senior Middle School Students From The Perspectives Of Intercultural Communication

English writing is not only one of the practical activities for learners to improve their English communicative competence but also an important part of contents and an essential link in the English teaching for middle school. With the development of English teaching reform, English writing teaching in middle school has attracted people's great attention in recent years. Many scholars and English teachers have been making great efforts in the research of English writing teaching, and great achievements have been made and a lot of good teaching methods have been summarized and produced, and as a result, students'writing ability has been improved. However, many former researches were still confined to the usage of words, sentences and grammar. Rarely could the factor of intercultural communication be taken into consideration, let alone probe into English writing teaching in middle school from the perspectives of intercultural communication. Accordingly, it is important to conduct a study on English writing of senior middle school students from the perspectives of intercultural communication, and this subject is worth discussing.With the guidance of the cohesion theory, the theme theory and the textual strategy theory, the present writer carried out a teaching experiment, which lasted 5 months, on the students in her class by adopting the methods such as teaching experiment, questionnaire and observation, etc. The purpose of the teaching experiment is to reveal the basic situations of English writing in senior middle school. And at the same time we try to find out the problems, analyze the causes and seek the solutions. By comparing the results of the tests and according to the statistic analysis of the data of the questionnaire and the review of the present situations of students'writing, we have found out that many mistakes made by the students were mainly caused by the influence of the Chinese thinking mode and the habit of using mother tongue. The errors such as weak textual coherence, vague theme of writing, incomplete sentences, abrupt sentences and improper collocation can be seen in their writings frequently. The following three causes should be considered: First, it is very easy for teachers to neglect to deal with the factors of culture while teaching English writing. Second, students have a weak English foundation and poor sense of English language, thus the negative transfer of their mother tongue always affects the whole...