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Chapter One Introduction

1.1 Research background
Listening, speaking, reading and writing are the four basic skills of English study.Writing is an important and necessary skill for all students. It is not only a kind ofability but also has a stimulative effect on learners  English learning. However, manystudents do not really understand the true importance of writing, as they just considerwriting as a task of exam.In the meanwhile, writing is one of the main areas of difficulty for Chinesestudents. They can not express themselves in English in idiomatic ways. Thisphenomenon, also known as Chinglish or nonnative-likeness (姜孟，2006) has drawnthe attention of scholars and teachers. The possible causes of it have been discussedby some teachers and scholars (e.g. 李月棉、董丽，2010). Nonnative-likeness,which refers to the language learners  inappropriate use of expressions, is a typicalproblem in high school English writing in China. The features of nonnative-likenessare closely related to the language learners  mother tongue. So our students are oftenaffected by Chinese when they write in English, hence their expressions turn out tobe strange and puzzling to a native speaker. Lack of diversity is another commonphenomenon in students  writing. Traditional English writing teaching tends toemphasize grammar rules and ignore conceptual thinking. As a result, students mayfind it hard to express their opinions in a native-like way. They can do well inmultiple choices but can not finish a passage properly and effectively in English.One of the reasons of this phenomenon is that our students do not have adequatemetaphorical competence or most of the students have low metaphorical competence.They do not know how to use metaphorical expressions while writing an Englishcomposition.
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1.2 The purposes and significance of this study
The influence of Mandarin in Chinese learners  English, especially their Englishwriting is significant. Some Chinese learners tend to write by translating ideas wordby word from Chinese to English, resulting in a lack of diversity and idiomaticity.Due to the lack of metaphorical expressions in English, some students can do well inaccuracy and fluency, but can not express their ideas and thoughts in a native-like wayor in various ways. Hence, this study attempts to apply the theory of conceptualmetaphor proposed by Lakoff and Johnson (1980) and other cognitive linguists to theteaching of writing in high schools through an empirical study. It intends to provideimplications for enhancing English writing proficiency of high school students as wellas for effective teaching of English writing.English writing is one of the four basic skills in English as well as an integral partin different kinds of examinations. In the college entrance English examinations inGuangdong Province, writing accounts for 40 points in the total of 150 points. Itconsists of two parts, basic writing and task-based writing, 15 points and 25 pointsrespectively (The syllabus of college entrance examination of Guangdong). If studentswant to get high marks, they have to write a good composition. Apart fromappropriateness, accuracy and fluency, it is very important to improve metaphoricaldensity to get a high mark in writing, which is difficult for many Chinese students.
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