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英语写作极其重要,但老师难教,学生难学。尽管中国的英语教学普遍从中学开始,甚至早至小学阶段,学生的英语写作水平仍不容乐观。写作中,学生体现出众多引人注意的问题:低效的话题分析、单一的语言表达(词汇选择及句型变换)以及令人不甚满意的语篇连贯等。基于以上问题,本文试图从认知语言学的核心原则“现实—认知—语言”入手,以体验识解观为理论指导,探讨其在英语写作教学中的应用,以解决以上问题,进而提高学生的写作流利度。
English writing is extremely important, but the teacher is hard to teach, the student is hard to learn. Although English teaching in China generally starts from middle school and even reaches primary school as early as possible, students’ English writing is still not optimistic. In writing, students embody a number of compelling issues: inefficient topic analysis, single language expressions (choice of words and sentence patterns), and discordant discourse coherence. Based on the above problems, this article attempts to start from the core principle of cognitive linguistics “reality - cognitive - language ”, to experience the concept of understanding as the theoretical guidance to explore its application in English writing teaching to solve the above problems, Then improve the fluency of students’ writing.