| The competence of writing plays an important role in one’s language proficiency,and is also one of the important dimensions of using a language.The National English Curriculum Standard for Senior High Schools(2017 version)sets specific requirements for the competence of writing that students should possess upon their graduation.However,there are still some prominent problems in our current English writing teaching,and if all these problems persist for a long time,the low proficiency in their writing could straightly restricts the cultivation of their English thinking and the development of students’ comprehensive language use abilities.In order to solve the problems above,some effective measures need to be taken.This study is an exploration under this circumstance conducted by using inanimate subject in English writing teaching,and the aim of this study is improve students’ writing competence and interests,as well as their English thinking.The inanimate subject shows a distinctive feature in representing the difference between English and Chinese,eastern and western,thus it can be used as an entry point.The theoretical basis of this study consists of two theories: the Linguistic Worldview by Humboldt and Krashen’s input hypothesis.This study uses questionnaires,tests as the quantitative research tools and interviews as the qualitative one,and questionnaire survey,educational experiment and interviews as its research methods.The research objects of this study were 100 high school students from Liaocheng,Shandong province,and the aim of this attempt is to answer the following questions: can the writing teaching with inanimate subjects effectively improve students’ writing competence? Can the writing teaching with inanimate subjects effectively improve students’ interest of writing? Can the writing teaching with inanimate subjects effectively promote students’ understanding to the difference between English and Chinese thinking?The result of the research indicates that compared with the control group,the writing level,interest and motivation of writing and students’ understanding to the cultural differences in the experimental class have improved significantly,thus the findings of this research gave positive answers to the three questions above,also shed light on English writing teaching,such as mind the relationship between language and thinking,and the language input in our teaching must be sufficient and meaningful.It is undeniable that this study has some limitations and deficiencies and need to be solved by subsequent researches. |
