Author(s)

Feng Yu

Corresponding Author

Feng Yu

Abstract

This article focuses on the manifestation of Chinese-English thinking differences in the discourse structure of English writing. The purpose of this article is to analyze the deep-seated causes of structural problems in Chinese students' English writing and give corresponding teaching strategies. Firstly, it analyzes the differences between Chinese holistic, spiral, parataxis and context-dependent thinking mode and English analytical, linear, hypotaxis and explicit expression thinking mode. Then, from the four aspects of introduction paragraph, main paragraph, ending treatment and logical cohesion, this article expounds the influence of these differences on the structural arrangement of English writing. Subsequently, combined with the actual teaching practice, a series of strategies are put forward, such as strengthening text awareness, carrying out comparative teaching, emphasizing imitation training, optimizing feedback mechanism and integrating into cultural teaching. With the help of systematic structural training and cross-cultural guidance, it is helpful for learners to gradually adapt to English writing norms and enhance the logic and organization of expression.

Keywords

Chinese-English Thinking Difference; English Writing; Text Structure; Negative Transfer of Mother Tongue; Cross-Cultural Writing