论中国大学生英语写作过程的英、汉两种语言及其思维的关系的综述报告AbstractThispaperaimstoexploretherelationshipbetweentheEnglishandChineselanguagesandtheirrespectivecognitiveprocessesinthecontextofChineseuniversitystudents’Englishwritingprocess.Itbeginswithabriefintroductionofthebackgroundandsignificanceofthestudy,followedbyaliteraturereviewofthetheoriesandresearchesonthistopic,includingtheroleofcognition,culture,languagetransfer,writingstrategies,anderrorsanalysis.Basedontheanalysis,wearguethatChineseuniversitystudents’EnglishwritingprocessinvolvesdynamicinteractionsbetweentheirL1andL2aswellastheirculturalandcognitivebackgrounds,whichaffecttheirlanguageuse,writingstrategies,andmistakes.Finally,wesuggestseveralimplicationsforteachingandlearningEnglishwritingtoChineseuniversitystudents,includingenhancingtheirawarenessofcognitiveandculturaldifferences,improvingtheirwritingstrategies,andprovidingfeedbackandcorrectionaccordingly.IntroductionEnglishhasbecomeagloballanguageandanessentialtoolforcommunication,education,andcareerdevelopment.FormanyChineseuniversitystudents,learningEnglishisnotonlyarequirementfortheirdegreeprogramsbutalsoapathtointernationalopportunitiesandculturalexchange.However,despiteyearsofEnglishlearning,manyChinesestudentsstillstrugglewithEnglishwriting,whichisconsideredakeyskillforacademicandprofessionalsuccess(Su,2014).OnereasonisthatEnglishandChinesearetwoverydifferentlanguagesintermsofgrammar,vocabulary,sentencestructures,andwritingconventions,whichposechallengesforChinesestudentstotransfertheirL1knowledgeandskillsintotheirL2writing(Bao,2018).Moreover,thecognitiveandculturaldifferencesbetweenChineseandWesternindividualsalsoaffecttheirlanguageuseandwritingstrategies(Zhang,2017).Therefore,understandingtherelationshipbetweentheEnglishandChineselanguagesandtheircognitiveprocessesiscrucialforimprovingChineseuniversitystudents’Englishwritingcompetence.Literaturereview2.1CognitionandlanguagetransferTheroleofcognitioninlanguagelearninghasbeenwidelyestablishedinsecondlanguageacquisit