1. 研究目的与意义（文献综述）

The study of EFL writing starts from the 1980s and the initial study isfocus on the similarity between the writing processes of two languages. Duringthe process, thinking and translation in the first language both playsignificant roles in EFL writing, so researchers try to find out the positivetransfer and make use of it, or avoid the negative transfer to the greatestextent. Friedlander (1990) finds that when the subject in writing comes toChinese culture, most students will design outline and chapter with Chinese andtranslate during the output process and this condition is related to students’English standard. Cumming (1989) conducted a test for 23 English learners whosenative language is French and finds that there is code switching during their bilingualthinking. 4 Chinese second language learners participant the experiment of Lay(1982) and shows that the learners who use more native language do better incontent, organization and style than those who use less. Kobayashi and Rinnert(1992) studied further by definite quantity, so they ask 48 Japanesestudents to so self-assessment. The result reveals that 17% of the students usenative language thinking more than 75% during the whole thinking process, 48%of them use it for 50%-75%, 27% of them use it for 25%-50%, and only 8% of themuse it for less than 25%. Guo and Liu (1997) apply Think Aloud (TA) to theexperiment including 10 senior high school students and 2 undergraduates andfind that in the comprehending part, 92% of the students process information withnative language and in the outputting part, 60% of the content comes fromnative language. Wang and Wen (2002) verify the using of native languagethinking according to the report of TA result of 16 second language learners andfind that the average use of native language thinking is about 24%. They alsoestablish an EFL writing model after the experiment. The researchers abovereveal the existence of native language thinking and its inescapability andmost of them advocate to receiving and envisaging native language thinkingrather than to avoid it. However, they pay less attention on the translationpart than the thinking part and neglect to stress the importance of translationlevel. Native language thinking and translation cannot be separated from eachother and the latter gives us a new aspect to study EFL writing.

Based on the research background, this paper will analyze the EFL writingstatus in quo and make a qualitative analysis on the translation in EFL writingfrom the perspective of conception, organization and outputting withretrospective interview. In-depth exploration will also be made in terms of theusage amount of translation and its relation to English writing proficiency,aiming to study the influence of translation on EFL writing. What’s more, Iwill give some suggestions in practical teaching of EFL writing and theteaching of translation as well as the application of interdisciplinaryteaching between them, optimizing the writing pattern at present and alsomaking the best use of translation.

2. 研究的基本内容与方案

this paper will make a qualitativeanalysis on the translation in efl writing in terms of conception, organizationand outputting in two parts. first, the students will write with an assignmentand the articles will be collected and analyzed to find the trace oftranslation. second, some typical students will be interviewed to know deeplyabout the native language thinking and translation. the aim is to verify theinfluence of translation in efl writing and to work out a better way in eflwriting teaching.

the specific implementation will go as follows:

(1)a subject is given in the efl writingclass and students have 10 minutes to brainstorm or to make an outline, eitherin english or chinese.

3. 研究计划与安排

before 20th january : settlement of the title

before 20th march: submission of the outline

before 25th april : submission of the first draft

4. 参考文献（12篇以上）

[1] ellis, r. understanding second language acquisition [m]. shanghai:shanghai foreign language education press, 2004.

[2] hirose, h. comparing l1 and l2 organizational patterns in theargumentative writing of japanese efl students [j]. journal of second languagewriting, 2003(12):181-209.

[3] kim, ey. using translation exercises in the communicative eflwriting classroom [j]. elt journal, 2011(65):154-160.