A Study On The Application Of Nominalization In Grammatical Metaphor Theory To Senior High School English Writing Teaching

The cultivation of English writing ability is one of the most important tasks of English teaching in senior high school and the writing level is also a comprehensive reflection of language ability.English writing is not easy for high school students whose writing ability is uneven,and the current situation of English writing teaching in senior high school is not satisfactory.Therefore,English writing teaching has been paid more and more attention in the foreign language teaching of middle school.In order to improve the English writing level of high school students,this paper tries to apply Halliday's Grammatical Metaphor Theory to the teaching of English writing in senior high schools.It uses the method of nominalization based on this theory so as to answer the following two research questions:(1)Will the Chinese high school students' English writing achievement improve through the teaching of nominalization of Grammatical Metaphor Theory?(2)Compared with traditional teaching method,what are the effects of nominalization of Grammatical Metaphor in senior high school English writing teaching?Through the collection and analysis of the experimental data,the author draws the conclusion and implication from the application of nominalization in Grammatical Metaphor to English writing teaching in senior high school.In this study,96 students of Grade Two in senior high school were selected as the subjects of the experiment for a period of 10 weeks experiment.By means of qualitative and quantitative analysis,the experimental questionnaire,pre-test and post-test data,as well as interviews with students were analyzed,answering the research questions in this paper.By means of the teaching of nominalization in Grammatical Metaphor and the corresponding writing practice,the students'writing achievement has been improved.At the same time,nominalization teaching helps students increase the lexical density in writing,using the limited vocabulary to express the rich content of the article.Nominalization teaching can also cultivate the ability of students to change the form of the sentences,making the sentence pattern diverse.In addition,the nominalization teaching cultivates students' discourse coherence,making the article link up more vividly and naturally.Through the pre-test and post-test experimental data analysis,before the experiment,experimental class and control class' average scores in the overall level of English writing,as well as in the writing lexical density,sentence diversity and discourse coherence are substantially equal.After the experiment,the average scores of experimental class in these aspects are significantly improved,but the average scores of control class do not have much difference before and after the experiment.The results of this study show that the application of nominalization in Halliday's Grammatical Metaphor Theory to the English writing teaching in senior high schools is feasible and the effects are remarkable.The combination of nominalization in Grammatical Metaphor and normal writing teaching is innovative and practical for the improvement of English writing ability of senior high school students.However,there are inevitably some problems in this experimental study,such as the proper use of nominalization in writing,small and single sample size as well as short teaching and training time and so on.The limitations and shortcomings of the experiment also put forward some guiding suggestions for future research,hoping to guide the teaching practice more effectively and make contribution to senior high school English writing teaching for the future research.