Abstract:Based on the native language system, Chinese students are more or less affected by language transfer in EFL writing. Language transfer falls into two categories, positive transfer and negative transfer. The similarities between the two may give rise to the positive transfer. On the contrary, the differences may lead to the negative transfer. Positive transfer results in correct performance while negative transfer results in errors. Writing competence plays an important role in the overall English competence. Based on the theory of language transfer, contrastive analysis, error analysis and interlanguage theory, this paper stresses the influence of language transfer in EFL writing. Firstly, from the collected compositions of students from Jiangnan University, we can see that language transfer do exist in EFL writing. Influenced by native language, Chinese students tend to think in Chinese and express their opinions in a Chinese style. Then, these errors are classified into four aspects, namely vocabulary, grammar, collocation and discourse. This article gives a detailed analysis of these errors. In the research, data analysis and textual research are combined, involving interview and questionnaire. According to the research, among many causes leading to the errors in EFL writing, language transfer is the main reason. Thus, proper measures should be taken to make full use of the positive one and avoid the negative transfer during the learning process. 

Keywords: Language Transfer; EFL Writing; Error Analysis; EFL Teaching

摘要:中国学生在学习英语时，已建立了母语的语言系统，所以母语语言系统必然会或多或少地影响学习者的英语学习。语言迁移分两方面，正迁移会对英语学习产生促进作用而负迁移会引起语言错误。写作是衡量英语能力的一个重要方面。本文以语言迁移理论,对比分析，错误分析和中介语理论为基础，研究在以英语作为外语学习的写作中学习者受到的汉语的影响。本研究首先对在XX大学收集的50篇大学英语作文进行汉式英语表达分析，探究汉语迁移的影响，发现学生习惯用汉语的思维思考，用汉语的思维表达，在二语写作中出现汉式英语的痕迹。然后重点从词汇、搭配、语法和思维四个方面，通过数据分析与文本研究相结合的研究方法，采用访谈和问卷调查的方式，从词、句、段和语篇的不同角度，对写作中出现的母语负迁移错误进行实例分析。研究表明，造成写作中错误的原因很多，但重点是母语思维的影响。研究结论对外语教学的启示是教师在英语教学过程中，应该采取有效措施利用母语正迁移而同时抑制母语的负迁移。

关键词：母语迁移，英语作为外语学习的写作，错误分析，外语教学