The Application Of Contrastive Analysis To Teaching Senior High School Students’ English Writing

The new National English Curriculum Standard(2003) holds that writing is one of the most important language skills, so more and more English teachers have started to pay attention to English writing. However, it still exists that negative transfer results in lots of Chinglish phenomena. Therefore, many English teachers try to apply contrastive analysis theory into English writing in senior high school in order to improve the students’ writing competence.This study aims to verify the hypothesis that by applying contrastive analysis theory into English writing in senior high school can improve the students’ interest and capability of English writing. This experiment was started in 3.2014 and finished in 6.2014. The subjects of the experiment were 108 students from two classes of Shijiazhuang No.12 Middle School.The empirical instruments include two questionnaires, a pre-test and a post-test. The result of the pre-test shows that there is no obvious difference between the Experimental Class and the Control class in the English writing competence. After four months’ experiment, the author analyzes the collected data by Independent-Sample t-test. The result shows that there are great differences between the Experimental Class and the Control Class. In conclusion, applying contrastive analysis theory into English writing in senior high school is effective in stimulating students’ interest in writing and improving their writing competence.