论中国大学生英语写作过程的英、汉两种语言及其思维的关系的综述报告

论中国大学生英语写作过程的英、汉两种语言及其思维的关系的综述报告AbstractThispaperaimstoexploretherelationshipbetweentheEnglishandChineselanguagesandtheirrespectivecognitiveprocessesinthecontextofChineseuniversitystudents’Englishwritingprocess.Itbeginswithabriefintroductionofthebackgroundandsignificanceofthestudy,followedbyaliteraturereviewofthetheoriesandresearchesonthistopic,includingtheroleofcognition,culture,languagetransfer,writingstrategies,anderrorsanalysis.Basedontheanalysis,wearguethatChineseuniversitystudents’EnglishwritingprocessinvolvesdynamicinteractionsbetweentheirL1andL2aswellastheirculturalandcognitivebackgrounds,whichaffecttheirlanguageuse,writingstrategies,andmistakes.Finally,wesuggestseveralimplicationsforteachingandlearningEnglishwritingtoChineseuniversitystudents,includingenhancingtheirawarenessofcognitiveandculturaldifferences,improvingtheirwritingstrategies,andprovidingfeedbackandcorrectionaccordingly.IntroductionEnglishhasbecomeagloballanguageandanessentialtoolforcommunication,education,andcareerdevelopment.FormanyChineseuniversitystudents,learningEnglishisnotonlyarequirementfortheirdegreeprogramsbutalsoapathtointernationalopportunitiesandculturalexchange.However,despiteyearsofEnglishlearning,manyChinesestudentsstillstrugglewithEnglishwriting,whichisconsideredakeyskillforacademicandprofessionalsuccess(Su,2014).OnereasonisthatEnglishandChinesearetwoverydifferentlanguagesintermsofgrammar,vocabulary,sentencestructures,andwritingconventions,whichposechallengesforChinesestudentstotransfertheirL1knowledgeandskillsintotheirL2writing(Bao,2018).Moreover,thecognitiveandculturaldifferencesbetweenChineseandWesternindividualsalsoaffecttheirlanguageuseandwritingstrategies(Zhang,2017).Therefore,understandingtherelationshipbetweentheEnglishandChineselanguagesandtheircognitiveprocessesiscrucialforimprovingChineseuniversitystudents’Englishwritingcompetence.Literaturereview2.1CognitionandlanguagetransferTheroleofcognitioninlanguagelearninghasbeenwidelyestablishedinsecondlanguageacquisitiontheory.AccordingtoAnderson’sCognitiveLoadTheory(CLT),“learningtakesplacewheninformationisstoredinlong-termmemoryinaformthatisbotheasilyretrievableandsupportiveofeffectiveproblem-solvingandtransfertonewsituations”(ascitedinWang,2019,p.25).Therefore,thesuccessoflanguagetransferdependsonhowwelllearnerscanintegratetheirnewknowledgewiththeirexistingcognitiveschemaormentalmodels(Wangetal.,2013).Chineseuniversitystudents’EnglishwritingisheavilyinfluencedbytheirL1cognition,suchastheirconceptofpunctuation,sentencestructures,andrhetoricalpatterns,whichdiffersignificantlyfromEnglish(Wangetal.,2018).Forinstance,Chinesestudentsmayuseoverlycomplexsentencestructures,lackofcoherenceandcohesion,andinappropriatechoiceofvocabularyandregisterduetotheirL1transfer(Xuetal.,2019).2.2CultureandlanguageuseCulturealsoplaysacriticalroleinshapinglanguageuseandwritingstyles.ChineseandWesterncultureshavedifferentvalues,beliefs,andsocialnorms,whichaffecttheircommunicationpatternsandperceptionsofeffectivewriting(Zhang,2017).Forinstance,Chineseculturevaluesindirectnessandpolitenessincommunication,whichmayresultinvagueandunclearexpressioninEnglishwriting.Additionally,Chinesestudentstendtoprioritizeabstractandtheoreticalideasoverconcreteandpracticalexamplesintheirwriting,whichcontrastswiththeWesternemphasisonempiricalevidenceandlogicalreasoning(Bao,2018).Therefore,Chinesestudentsneedtodevelopcross-culturalawarenessandlearntoadjusttheirwritingstylestomeettheexpectationsofWesternaudiences.2.3WritingstrategiesanderrorsanalysisEffectivewritingrequiresnotonlylinguisticcompetencebutalsostrategicapproachestoplanning,organizing,andrevisingthewritingprocess(Bereiter&Scardamalia,1987).However,ChineseuniversitystudentsoftenlackthenecessarywritingstrategiesduetothelimitedexposuretoauthenticEnglishtextsandtheemphasisonrotememorizationandtest-orientedteaching(Zhang,2017).Moreover,theirwritingerrorsareoftensystematicandrepetitive,indicatingtheinfluenceofL1transferandlackofmetacognitiveawarenessoftheirmistakes(Xuetal.,2019).Therefore,teachingEnglishwritingtoChinesestudentsinvolvesnotonlylanguageteachingbutalsowritinginstructionandfeedbackthatincorporateswritingprinciplesandstrategies.DiscussionandImplicationsBasedontheliteraturereview,wearguethatChineseuniversitystudents’EnglishwritinginvolvescomplexinteractionsbetweentheEnglishandChineselanguagesandtheirrespectivecognitiveandculturalprocesses.Therefore,toimprovetheirEnglishwritingcompetence,severalimplicationscanbedrawn:1.EnhancetheawarenessofcognitiveandculturaldifferencesandsimilaritiesbetweenEnglishandChineselanguagesandcultures,andprovideopportunitiesforstudentstocompareandcontrastthetwolanguagesandwritingstyles.2.Developeffectivewritingstrategiesandtechniques,suchasprewriting,drafting,revising,andediting,andencouragestudentstoapplytheminauthenticwritingtasks.3.Providefeedbackandcorrectionthattargetsbothlinguisticaccuracyandwritingeffectiveness,andinvolvestudentsinanalyzingandrevisingtheirmistakesandimprovingtheirmetacognitiveawareness.4.EncouragestudentstoreadandanalyzevariousgenresofEnglishwriting,suchasacademicessays,researchpapers,opinionarticles,andcreativewriting,andimitateandadaptthewritingstylesandconventions.ConclusionInconclusion,thispaperhasd