Application Of The Contrastive Analysis Theory To Middle School Students’English Writing

From the analysis of college entrance examination papers, we find that the performance of their English writing is not as good as the teachers expect it, and the teachers also feel that the students’ English writing continue to be a thorny issue. So in this paper, the author attempts to conduct the contrastive analysis through English writing teaching in order to seek a more effective method to teach Chinese secondary school students.The results of the research can help English teachers gain insights into the theory of contrastive studies and their conscious application in the teaching of writing, thus improve English writing skills of secondary school students.In the theoretical foundation and related research part, the author did the review on the contrastive analysis and its application in English teaching. Previous studies have shown that contrastive analysis is usually applied in materials development and not used directly is the classroom, the applications of them in class could make students aware of the differences between the native language and the target language instead of producing very significant results in students’writing.In this study, the author collected, categorized and analyzed the secondary school students writing errors by adopting experimental research method and found that the main errors belong the reasons for the errors, we found that inter-lingual errors within the language were significantly higher than the intra-lingual ones. That is because for the secondary school students’English learning, the influence of the mother tongue is very big. So the comparative analysis theory is adopted to make the students clear the differences between the native language and English to reduce this sort of errors.The research results show that the contrastive teaching method achieved significant results in the one-semester experiment.