A Study On The Application Of English-chinese Contrastive Analysis To The English Writing Teaching In Senior High School

English writing is a comprehensive reflection of the contemporary students’ ability of using English and the students’ English learning.Therefore,students’ English writing performance is not perfect.Accordingly,English writing based on English-Chinese Contrastive Analysis has been studied to improve and meliorate students’ writing ability.This study aims to explore the effects of English-Chinese Contrastive Analysis on English writing in senior high school and to solve the existing problems in the teaching of writing.The following three research questions will be addressed:1.Can the teaching with English-Chinese Contrastive Analysis improve students’ interest in English Writing?2.Can the teaching with English-Chinese Contrastive Analysis improve students’ English proficiency in writing?3.Which level of students(high,medium,low)is more likely to be influenced with this teaching method?The research was conducted in Zhangbei No.1 Middle School,the city of Zhangjiakou,Hebei Province,from 4th September to 22 nd December,2017.Eighty-one students from two parallel classes of second-year students were selected as the participants.Class One(40 students)and Class Two(41 students)were set as the experimental class(EC)and the control class(CC)respectively.The result from pre-test shows that there is no significant difference on English writing ability between the two classes.After 16 weeks,the Independent Samples T-Test from SPSS was applied to analyze the data collected from the posttest,which illustrated that the differences between the two experimental classes are remarkable: Students in the EC are better than that of the CC in writing proficiency and interest,which indicated the efficiency of Contrastive Analysis in writing teaching.In addition,the Independent Samples T-Test was further used to analyze the three levels of students’ scores in the EC and CC,which proved that the improvement of each level of EC and CC is different.The results demonstrate that the teaching with English-Chinese Contrastive Analysis enhances students’ interest in writing as well as their achievements in writing in the first place.Second,the students who are in the medium level are more likely to be influenced.Therefore,teaching writing in English with Contrastive Analysis is feasible in enhancing students’ writing,especially those medium level students.Finally,pedagogical implications and some suggestions that are expected to be beneficial for students’ learning,teachers’ teaching and further research are discussed.