Investigation Into The English Writing Teaching Strategies Of Senior Middle School Students From The Perspective Of Language Transfer Theory

It's acknowledged that English writing is so significant in senior English learning as well as an essential part that shows others a student's general ability of English and.As is said,“listening,speaking,reading and writing” are absolutely indispensible.Writing is the final link of the four,which is the most comprehensive embodiment of Ss' listening and speaking ability.As a consequence,the significance of writing is self-evident.Nevertheless,the state and condition of Senior high school students' writing is dissatisfactory.As far as the Zhalantun area is concerned,although students here are continously improving in English writing,numerous defaults still remain in their compositions,among of which,Chinglish caused by Language Transfer is very outstanding.In such a multi – ethnic settlement as Zhalantun,it is of importantly practical significance to seek the answer of how to serve for English writing teaching and to study the Chinglish caused by Language transfer.As an important constituent part of the Theory of Second Language Acquisition,Language Transfer Theory has an essential influence on English writing of senior middle schools.Senior middle school students have got a more complete language foundation in Chinese,and such an important link of language output as English writing is,as a consequence of which,the transfer of our mother tongue,namely Chinese terribly affects the English writing of senior middle school students.Before writing compositions,senior middle school students may have got a certain thinking set,subtle and imperceptible rules of Chinese output including sentence patterns,discourse structures and so on.In addition,towns in northern borders like Zhalantun embody some unique and special characteristics of humanity and geopolitical position,which will inevitably cause negative transfer in students' writing in English.Based on Language/Pragmatic Transfer Theory,the thesis is to illustrate the suggestions on high school students' Chinglish writing in towns like students in No.1 Middle School in Zhalantun according to the present deficiency lying in the English writing teaching of high schools in Zhalantun.The thesis has adopted comparative,quantitative and qualitative analyses to study students' English writing in No.1 Middle School,Zhalantun,accompanied by quetionnaires to illustrate some corresponding solving strategies as follows:1.Teaching Strategies before English writing(1)arousing Ss' motivation to write English and romove fear of English writing(2)extending background knowledge of English to smooth writing(3)highlighting HF words to lay the foundation of Positive Transfer(4)reciting classical Engllish texts to consolidate key points(5)increasing English reading to expand accurate input2.Teaching Strategies during English writing(1)brainstorming method to extend ideas for writing(2)various modes of writing to improve writing efficiency(3)analyzing similar sentence patterns to comprehend English sentences better(4)comparative analysis of grammar and writing styles to reduce Chinglish(5)Bi-directional Translation to reduce mistakes in compositions(6)Discourse Teaching to cultivate thinking in English writing3.Teaching Strategies after English writing(1)various feedback to promote English writing teaching(2)diverse composition correcting methods to reduce Chinese Negative TransferThe results of empirical research carried on in the thesis may improve the local teaching approaches and enrich their research in theory.But owing to my limited knowledge and time,there are numerous deficiencies.So further research is demanded in the future.