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ERIC Number: EJ1171804
Record Type: Journal
Publication Date: 2018
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1916-4742
Research on the Application of "Tree Analysis Diagram" to the Teaching of English Argumentative Writing of the Chinese EFL Learners
Liu, Xiaokai
English Language Teaching, v11 n3 p137-152 2018
Writing as one of essential skills in English learning is attached more and more importance. English writing involves not only the application of lexicon and grammar, but also the construction of the text and the expression of the thought. For Chinese EFL learners, the common problem in English writing is that they tend to apply the Chinese thinking pattern and organizational pattern to wording, phrasing and even the text construction. In other words, Chinese EFL learners lack English thought pattern. Based on that, the researcher puts forward the "tree analysis diagram" to help Chinese EFL learners acquire the English thinking pattern. The current research compares the differences between the Chinese thinking pattern and the English thinking pattern; analyzes the effect of these differences on English writing and verifies the effectiveness of the "tree analysis diagram" in helping Chinese EFL learners developing the English thinking pattern and improving the quality of English writing by an experiment. The results of the research showed that the Chinese thinking pattern influences students' English writing and the main problem is that the organizational pattern and the logic of the writing are not clear. After the application of the "tree analysis diagram", the results showed that "tree analysis diagram" to some extent can help Chinese EFL learners avoid the influence of the Chinese thinking pattern; improve the ability of composing English writings with the English thinking pattern; develop the habit of conceiving and writing in English; arouse the interest for English writing and eventually improve the quality of English writing.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China
Grant or Contract Numbers: N/A