DIFFERENCES BETWEEN CHINESE WRITING AND WESTERN WRITING

许多同学以为写英文与写中文大同小异,他们用中文写一篇文章,然后将其翻译成英文,以为这就是英文写作。但这样的作文往往得不到好评,原因就在于中西文写作差异很大,英文另有一套写作技巧:

Literature Transcends National Boundaries: Chinese Writing in Translation

For writers,cultural differences are a constant source of inspiration.As the world becomes more like a global village,Chinese writers are eager to communicate with foreign readers through their works.This communication,however,is

INTEGRATION OF TRADITIONAL CHINESE WRITING AND PROCESS WRITING APPROACHES IN TEACHING EFL WRITING

This paper adopts a pedagogical approach to theteaching of English writing to EFL learners of interme-diate or advanced level in China.The teaching ofwriting has been a problem to Chinese EFL teachers fora long time.On the one hand,they want to make anattempt to adopt fashionable and effective Englishwriting approaches,like process writing.On the otherhand,they are frustrated by the traditional Chinesewriting method.Some of our language educators arealways struggling against the influence of our tradi-tional Chinese writing method.A negative attitudetowards our mother tongue writing approach has beenestablished or accepted by most of our EFL teachers,which result in the EFL learners’panic in their Eng-lish writing course because they are afraid of being ac-cused of writing a Chinese composition in Englishwords.Needless to say,this kind of teaching stylecannot be effective and is frustrating instead.The au-thor presents an integrated and practical solution tothis problem and discusses the applicability of the ap-proach.The author discusses how we can effectivelyintegrate the traditional Chinese writing method andthe popular process writing approach in teaching Eng-lish writing.

Using Neuroeducation as a Model to Evaluate the Effect of Imagery on Chinese Character Writing

Using imagery as a strategy for language learning may be helpful to encode linguistic forms into conceptual networks for long-term memory. Based on Arwood＇s neuroeducation model of language learning, this research evaluated the effect of imagery in Chinese character writing by English-speaking adolescent students. After comparing imagery effects under three instructional conditions （i.e., English translation, pictorial presentation, and verbal-contextual interpretation）, the results showed that the use of imagery predicted significantly better writing results in the immediate and one-week writing tests, but not in the four-week writing test. Cognitive analyses found that imagery was commonly used as a mediational strategy in the pictorial and verbal-contextual methods in the early learning phases. The pictorial method mainly elicited perceptual visual patterns which failed to support sustained memory. For a better character encoding and retrieval, images had to be generated associated with sufficient and relevant contextual information.

Contrastive Analysis of Chinese and English Modes of Thinking and Its Effects on Discourse Organization in EFL Writing

Based on the contrastive analysis of Chinese and English modes of thinking, this essay analyzes from two aspects the effects of their discrepancies on the discourse organization of Chinese students ' English writing, then explains the fundamental reason for these effects and proposes that teachers should impart to students knowledge about the differences between Chinese and English mode of thinking so that Chinese students can be better helped to organize their compositions on the English discourse patterns and compose idiomatic English writings.

An Analysis of Lexical Errors in Chinese Senior One Students' English Writing

Lexical errors made by language learners frequently in the language learning process play a significant role in language teaching and learning. This paper, based on the theory of error analysis, mainly analyzes lexical errors made by Chinese senior one students in their writing and aims to find out the main types of lexical errors and the most frequent lexical errors in their writing. The results are of great significance and importance for language teaching and learning.

Should the Writing of Chinese Names in Pinyin Be Standardized?

With international exchanges and gatherings becoming more common, Chinese in pinyin, mainly the names of people and places has become more and more common. Pinyin is a system for transliterating Chinese characters into the Roman alphabet and was officially adopted by the People＇s Republic of China in 1979.

The Sociology of Language——the Origin of Chinese

Languages come from lives of people and characters are the conventional text symbol system in society.There are thou⁃sands of languages around the world,only less than half of which own the corresponding characters,and Chinese is one of the lan⁃guages that has the corresponding characters.Chinese characters are not only still in use today but also are the oldest and best pre⁃served characters all over the world,which because of the close connection with Han nationality and Han culture.The paper ex⁃plores the origin of Chinese pronunciation,the origin of Chinese writing,the development of Chinese,and the connection between Chinese and Han culture.Also,it is important and significant for people to know how to protect our own languages.

Teaching Writing Contrastively： Contrastive Rhetoric in the Teaching of Writing

Writing fluently and expressively in English is a necessary skill for communication, as well as a required skill for Chinese students at the tertiary level. Since college students have already been trained on their Chinese writing skills for a considerable length of time and are able to write in Chinese quite successfully, the application of contrastive rhetoric in the teaching of English writing is very effective. This paper explores the possibility of teaching English writing to Chinese students at the tertiary level and proposes an approach to this teaching model.