1. 研究目的与意义
Since a great number of Chinese university students, as English learners, suffer from negative transfer of mother language in English writing, there are many factors affect the phenomenon including different thinking model, language usage, and sentence structure between Chinese and English. And students feel torturous and confused when referring to English writing.
As we all know, as second language learners, a mass of students suffer from second language writing anxiety. Daly once surveyed that writers with high level of writing anxiety produced three times less words than those with low level of writing anxiety. To measure the degree of second language writing anxiety, Cheng designed a measurement criterion names Second Language Writing Anxiety Inventory(SLWAI). The survey showed that far more than half of students have high writing anxiety. And these students have difficulties in organizing their sentences and thoughts in second language writing. What#8217;s more, Guo Qing (2010) did a study on foreign language writing anxiety of 453 Chinese students, they also got the same conclusion. The main sources of it are not only for cognitive anxiety or erroneous beliefs, but for negative transfer. And negative transfer of mother language leads interlingual errors, especially in writing. A study showed that the phenomenon of negative transfer appears in every levels of language acquisition, which has hindered the process of English writing greatly..
Thus the goals of this research are to analyze the negative transfer in writing, and seek solutions to lessen the impact of negative transfer in English writing.
2. 研究内容和预期目标
The paper describes a majority of Chinese university students suffering from negative transfer in English writing. And the primary goal of this research is to analyze the causes of negative transfer from the angle of sentence structure and thinking model. Thus, a survey was did between 50 university students, it was found that negative transfer causes from different sentence structure, thinking model, and vocabulary. And current teaching method also hinders the lessening of negative transfer.
1. Introduction
Chinese university students, as English learners, suffer from negative transfer of mother language in English writing practice, due to different thinking model, language usage, and sentence structure between Chinese and English.
3. 国内外研究现状
2.1 Definition of language transfer
Language transfer is a psychological term, also known as linguistic interference and crosslinguistic influence. It refers to the phenomenon of previous knowledge being extended to the area of new knowledge (Miao Ni, 2007), or to say, second language learners applying knowledge from one language to another language. It is usually studied in the context of English language learning and teaching. It results from the similarities and differences in the target language and the first language, which were acquired before. In many cases, learners often unconsciously bring some of the native language knowledge, such as lexical and grammatical structures and thoughts into foreign language, expressing their ideas in the target language. Then, language transfer occurs.2.2 Types of transfer There are two kinds of transfer: positive transfer and negative transfer (Weinreich, 1953). Positive transfer refers to mother tongue#8217;s some features being similar to the second language, and it promotes the learning of the second language. But negative transfer results from differences between the mother tongue and the second language. If learners rigidly use the language rules of their mother tongue, they will make plenty of errors, then, they may produce negative transfer. And some scholars once pointed out that negative transfer from mother language brings more than positive transfer (Saporta, 1966).
2.3 The current situation of English writing
4. 计划与进度安排
1.Find materials of negative transfer of mother language in English writing.
2.Conclude and write literature review in recent years.
3.Design a questionnaire 50 university students.
5. 参考文献
[1]Jenny, Cole Jay, Feng. Effective strategies for improving writing skills of elementary
English language learners[J]. Date of Electronic Publication, 2005, Vol.97 (1): 67-88.
[2]Kane, Thomas S. The Oxford Essential Guide to Writing[M]. New York City: Berkley
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