Research on the Application of “Tree Analysis Diagram” to the Teaching of English Argumentative Writing of the Chinese EFL Learners

Xiaokai Liu

doi:10.5539/elt.v11n3p137

Abstract

Writing as one of essential skills in English learning is attached more and more importance. English writing involves not only the application of lexicon and grammar, but also the construction of the text and the expression of the thought. For Chinese EFL learners, the common problem in English writing is that they tend to apply the Chinese thinking pattern and organizational pattern to wording, phrasing and even the text construction. In other words, Chinese EFL learners lack English thought pattern. Based on that, the researcher puts forward the “tree analysis diagram” to help Chinese EFL learners acquire the English thinking pattern. The current research compares the differences between the Chinese thinking pattern and the English thinking pattern; analyzes the effect of these differences on English writing and verifies the effectiveness of the “tree analysis diagram” in helping Chinese EFL learners developing the English thinking pattern and improving the quality of English writing by an experiment. The results of the research showed that the Chinese thinking pattern influences students’ English writing and the main problem is that the organizational pattern and the logic of the writing are not clear. After the application of the “tree analysis diagram”, the results showed that “tree analysis diagram” to some extent can help Chinese EFL learners avoid the influence of the Chinese thinking pattern; improve the ability of composing English writings with the English thinking pattern; develop the habit of conceiving and writing in English; arouse the interest for English writing and eventually improve the quality of English writing.

Highlights

Writing as one of the four basic skills of learning English, involves the basic linguistic knowledge such as the usage of the vocabulary, grammar, sentence structure and etc., but it emphasizes students’ ability of thinking in English as well as the abilities of developing the essay
The researcher puts forward the “tree analysis diagram” to help Chinese EFL learners acquire the English thinking pattern
The current research compares the differences between the Chinese thinking pattern and the English thinking pattern; analyzes the effect of these differences on English writing and verifies the effectiveness of the “tree analysis diagram” in helping Chinese EFL learners developing the English thinking pattern and improving the quality of English writing by an experiment

Summary

Introduction

Writing as one of the four basic skills of learning English, involves the basic linguistic knowledge such as the usage of the vocabulary, grammar, sentence structure and etc., but it emphasizes students’ ability of thinking in English as well as the abilities of developing the essay. Argumentative writing is a kind of writing in which the writer proposes and defends his/her viewpoint on a controversial issue, convinces the readers of the authorial position, changes the readers’ beliefs, and/or makes the readers take on some new actions. Argumentative writing plays an important role in university English composition classrooms, especially in the context of China. It exerts an impact on students’ performance in some high-stakes English examinations such as TEM-4 (Test for English Majors Grade 4) and TEM-8(Test for English Majors Grade 8) Besides, argumentative writing abilities are tested in some international tests, such as the International English Level Test System (IELTS), the Test of English as a Foreign Language (TESOL), and Graduate Record Examinations (GRE)

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Conclusion