An Empirical Study On The Influence Of The Chinese And Western Thinking Pattern Differences On Chinese L2 Learners' Writing Proficiency

People from different cultural backgrounds will definitely have different patterns of thinking and the thinking pattern differences can not only be reflected on characteristics of the language itself, but also in L2 writing process. Domestic and foreign studies show that the L2 (English) writing of Chinese students is a bilingual process. L2 writing is a complex thinking process interwoven with L1 thinking and L2 thinking. L2 learners in China, especially the high-level learners such as English majors, encountered many difficulties in the English writing process. These difficulties mainly derived from the difference between Chinese and Western thinking patterns. Most of the current studies only pointed out the existence of L1 thinking in L2 writing process, but such questions are largely unanswered as how do L2 writers use their L1 in the L2 writing process and what effects will the use of L1 exert on the writing process as well as the written product. The previous researches on the influences of the L1 thinking in L2 writing are limited to the description and analysis of the L1 influence phenomenon in the L2 output level, which can only study the output results of language behavior, but not include the output process. This kind of static description and analysis can not reflect the comprehensive influence of LI thinking. The influence of L1 thinking in L2 writing should also include the cognitive processing process of various stages of L2 output (L2 writing).In order to reveal clearly the bilingual nature of L2 writing process, explore the influence of L2 level on the amount of L1 thinking and define the functions of L1 thinking in L2 writing process, the present study investigates the writing processes of twenty junior English majors by means of Think Aloud and retrospective review. The thinking processes of the twenty students in a picture composition task are recorded and made a quantitative analysis. It aims to find out how these student writers use their L1 when composing in L2 and to what extent their use of L1 is affected by their L2 proficiency. Through qualitative analysis of the results, two flow charts, which are discourse flow chart and thinking flow chart, are established. Discourse flow chart is the overall organizational structure of the article, which is carried out step by step in the form of modules. Thinking flow chart is to discuss the influence of L1 in difference thinking processes of L2 writing. The biggest influence of L1 in L2 writing is its three functions in cognitive processing, namely, understanding media, retrieval media as well as formal judging and analysis media. The pedagogical implications of this study are as follows:the cultivation of L2 thinking pattern is essential for the improvement of L2 writing proficiency and the positive role of L1 thinking in L2 writing can not be neglected.