Study On The Fluency Of Thinking And The Richness In English Majors’ Written Texts

Language expression is one of the most basic, difficult, and challenging ability in second language application. It’s the core contents of language education. Thus, how to enrich students’ language expression and enhance students’ language expression competence becomes a hot topic for researches. Many researches focus on the language competence or proficiency. And thinking, an indirect and general reflection of human brain to the objective reality, which is achieved by means of speech, can reveal the essential characteristics of a rational process of understanding things and internal laws. Language is the carrier of thinking, as well as the expression of thinking;Thinking is the object of language generation and development, English writing is not only the language activities but also a thinking activity. Thinking mode affects the topic, layout, the basic rule of rhetorical devices, and etc. However,when Huang Yuanshen(1998; 2001)mentioned that because of the ignorance of developing students’ critical thinking ability, many students are deficient in the necessary analysis,synthesis, judgment, reasoning, thinking ability, thus leading to the widespread“absence of analytical thinking”, many researchers focus on the relationship between students’ critical thinking ability and writing. Few of them focus on students’ creative thinking ability. While for writing, many researchers pay much attention on the development of students’ writing ability, and get some progress. However, just as Wang Lifei(2002) mentioned English major students are commonly lack in rich contents when writing. Few studies focus on the richness of students’ writing text.Since writing is a creative process of using language to express thoughts, the quality of writing depends on the writer’s thinking or specifically on the writer’s creative thinking to a great extent. Guilford described in his Structure of the Intellect(SQI)model that creative thinking has the characteristics of fluency, elaboration, flexibilityand originality. So, based on Guilford’s SQI model as well as Weigle’s writing proficiency assessment, this paper conducted a qualitative and quantitative study(mainly questionnaires, interviews and compositions) to research the influence that the fluency of thinking has on the richness of senior English majors’ written texts as well as the aspects in which the richness in their written texts is reflected. Finally, the study results enrich the study of thinking and writing and put forward some feasible suggestions for further study.