The way of thinking is the bridge between culture and language. Thinking is closely related to language, which is first expressed and recorded in people’s language. Different ethnic groups have different language cultures and ways of thinking. Meanwhile, thinking dominates language and has an important？influence on human language forms. Writing is not only a language activity？but also a thinking activity. The process of English as a foreign language (EFL)writing is not only the transformation of language form, but also thetransformation of thinking mode. English learners in China often encounter difficulties caused by differences in thinking modes between English and Chinese when writing in English. This paper discusses the language form of the differences between English and Chinese thinking modes, and puts forward？suggestions on how to strengthen Chinese students’ awareness of the differences in English and Chinese language, culture and thinking modes, and take effective countermeasures to overcome the influence of Chinese in English composition and improve English writing.
References
[1]
Friedlander, A. (1990). Composing in English: Effects of a First Language on Writing in English as a Second Language. In B. Kroll (ed.), Second Language Writing: Research Insights for the Classroom (pp.109-125). Cambridge University Press.
https://doi.org/10.1017/CBO9781139524551.012
[2]
Guo, C. J., & Liu, F. (1997). A Dynamic Research into L1 Influence on L2 Writing. Modern Foreign Languages, 4, 30-38.
[3]
Huo, C. Q., Jiao, L. P., & Wang, W. J. (2021). An Empirical Study of Corpus Application in the Teaching of English Writing. Creative Education, 12, 2464-2470.
https://doi.org/10.4236/ce.2021.1210184
[4]
Knutson, M. (2006). Thinking in English, Writing in French. The French Review, 80, 88-109.
[5]
Kobayashi, H., & Rinnert, C. (1992). Effects of First Language on Second Language Writing: Translation versus Direct Composition. Language Learning, 42, 183-215.
https://doi.org/10.1111/j.1467-1770.1992.tb00707.x
[6]
Krapels, A. (1990). An Overview of Second Language Writing Process Research. In B. Kroll (ed.), Second Language Writing. Cambridge: Cambridge University Press.
[7]
Lay, S. (1982). Composing Processes of Adult ESL Learners: A Case Study, TESOL Quarterly, 16, 406.
[8]
Lian, S. N. (2010). Contrastive Studies of English and Chinese (Revised Edition). Beijing: Higher Education Press.
[9]
Jiang, N. (2020). Research on High School English Writing Teaching Based on Lexical Chunk Theory. English Pictorial (Senior), 28, 56.
[10]
Van Weijen, D., Van den Bergh, H., Rijlaarsdam, G., & Sanders, T. (2009). L1 Use during L2 Writing: An Empirical Study of a Complex Phenomenon. Journal of Second Language Writing, 18, 235-250. https://doi.org/10.1016/j.jslw.2009.06.003
[11]
Wang, C., & Wang, M. (2015). Effect of Alignment on L2 Written Production. Applied Linguistics, 36, 503-526. https://doi.org/10.1093/applin/amt051
[12]
Wang, C. M. (2003a). The Compensation Hypothesis in L2 Learning. Foreign Language Research, 1, 1-5.
[13]
Wang, C. M. (2003b). Compensation Hypothesis, Dumb English and Chinglish. Foreign Language World, 5, 2-7.
[14]
Wang, W. Y., & Wen, Q. F. (2002). An Investigation into L1 Use in the L2 Writing Process of Tertiary-Level English Learners in China. Journal of PLA University of Foreign Languages, 4, 64-67+76.
[15]
Woodall, R. (2002). Language-Switching: Using the First Language While Writing in a Second. Journal of Second Language Writing, 11, 7-28.
https://doi.org/10.1016/S1060-3743(01)00051-0
