| Writing is an important means of written communication way, embodying the learners’ comprehensive language ability. English writing ability is an important content in higher vocational English teaching. The improvement of writing ability not only can promote the students’ all-round development in listening, speaking, reading ability, but also is the effective means of training students’ English thinking. Therefore, writing problem has always been the focus of language educators in theory and in practice.While the writing teaching has been highly favored, students writing ability has been the difficulty and weaknesses in their English study. The author thinks that the most important reason of poor English writing teaching effect is that students’ English thinking ability is low. We have to find the solution of the cultivation of English thinking ability from the language itself and from the English thinking also. In fact, in the advanced stage of English learning, study of mother tongue thinking and English thinking differences and its influence in second language learning is very necessary, especially in English writing. There are lot of research works in relationship of language and thought both at home and abroad and Chinese-English thinking difference between these two aspects. But, there are not a lot in view of the differences of thinking influence higher vocational institute students’English writing research. A mature theoretical system is not formed so far.In this paper, the thinking difference between Chinese and English for higher vocational students is analyzed. First of all, the author expounds the various experts and scholars at home and abroad about the relationship between language and thinking, Chinese-English thinking differences and fruitful research results, the second language writing for this study provides a rich theoretical knowledge and reference point. On this basis, the author uses audio thinking method for higher vocational students’ mother tongue in English writing and English thinking in quantity, and in words, sentences, bridging transition and the influence of the structure of its chapter has carried on the analysis of data, it is concluded that the Chinese thinking is much greater than the amount of English thinking amount of participation and Chinese-English thinking difference of higher vocational English writing have a significant impact on the results of the study. According to experimental research, the author puts forward the decrease thinking in Chinese, strengthening the English vocabulary and syntactic knowledge to enhance the resolution strategy, such as the English textual and pragmatic theory and puts forward the Chinese-English thinking differences of knowledge literacy, cultivating students’ English thinking ability and encourage students to Chinese deep reading, read presses to write, and import the basic theory of formal logic in the English classroom teaching practice such as advice. The author hope that through the study will give some revelation to teachers and students, and make the teaching of English writing has a new development direction, thus to improve the level of English writing teaching and effect. |
