Abstract

 

Writing is one of the four basic language skills. In language learning, having a good command of English writing can not only improve our logical thinking and analytical ability, but also facilitate other basic language skills comprehensively. However, the current situation of junior students’ writing is not so optimistic. Researches show that a large proportion of the errors in their writing can be attributed to mother tongue negative transfer.

For Chinese junior students, mother tongue negative transfer refers to the negative influence caused by Chinese when learning English. Generally, Chinese junior students start learning English as their second language after they have completely or nearly mastered Chinese. Therefore, when they are learning English, their Chinese thinking modes and expressions will inevitably make great influence on their English learning, which is the so-called phenomenon --- mother tongue transfer. Mother tongue transfer can be classified into two groups, positive transfer and negative transfer. Positive transfer can contribute to language learning, while negative transfer will hinder language learning.

This paper aims to find out the proportion of Chinese negative transfer errors, and systematically classify the errors into different types, making it easier for teachers to solve the problems accordingly. Based on Contrastive Analysis, Error Analysis and Inter-language Theory, I collected the data from 60 Grade7 students in a middle school by means of writing test and questionnaire. The results show that 73.49% of the errors are caused by Chinese negative transfer, including vocabulary, grammatical, cultural errors, etc., among which the grammatical errors account for the largest. Based on these findings, I put forward several suggestions to alleviate the influence caused by mother tongue negative transfer so that English teachers can take practical and effective methods to help students avoid these errors, thus continuously improving the level and quality of both English teaching and learning.

 

Keywords: mother tongue negative transfer, Grade7 junior students, English writing

 

Contents

Abstract

摘要

I. Introduction-1

1.1 Research Background-1

1.2 Research Purpose-1

1.3 Research Significance-2

1.4 Framework of the paper-2

II. Literature Review-3

2.1 The Definition of Language Transfer-3

2.2 The Classification of Language Transfer-3

2.2.1 The Definition and Features of Positive Language Transfer-3

2.2.2 The Definition and Features of Negative Language Transfer-4

2.3 Theoretical Studies of Language Transfer-4

2.3.1 Contrastive Analysis Theory-4

2.3.2 Error Analysis Theory-5

2.3.3 Inter-language Theory-5

2.4 Related Studies at Home and Abroad-6

2.4.1 Studies Abroad-6

2.4.2 Studies at Home-6

2.5 Conclusion-6

III. Research Methodology-7

3.1 Research Questions-7

3.2 Participants-7

3.3 Instruments-7

3.3.1 English Writing Test-7

3.3.2 Questionnaire-7

3.4 Procedures and Data Collection-8

IV. Results and Data Analysis-8

4.1 Results-8

4.1.1 Results of the Writing Test-8

4.1.2 Results of the Questionnaire-9

4.2 Data Analysis-10

4.2.1 Morphological Errors-10

4.2.2 Lexical Errors-11

4.2.3 Syntactic Errors-12

4.2.4 Textual Errors-13

V. Conclusion-14

5.1 Findings-14

5.2 Implications-14

5.2.1 Treat Chinese negative transfer correctly.-14

5.2.2 Make good use of Chinese positive transfer.-15

5.2.3 Strengthen comprehensible input on language knowledge.-15

5.2.4 Increase language input through extensive reading.-15

5.2.5 Improve the evaluation modes.-15

5.2.6 Implement regular writing practice.-16

5.3 Limitations and Further Research Suggestions-16

References-17