| Most study on Language transfer (or cross-linguistic influence) in language learning is focused on substratum transfer---the influence that L1 or other previously acquired knowledge imposes on L2. Transfer, as a central topic in applied linguistics, SLA (second language acquisition) and language teaching, has witnessed its fluctuation in importance for at least a century, flourishing in the 1950s and early 1960s with the behaviorism theory as its theoretical foundation, and sliding in the late 1960s and 1970s with the cognitive and mentalist theory substituting for behaviorism theory. Since the 1980s, however, a more balanced perspective has emerged.Current studies have conspicuous shortcomings, however. Firstly most of them pay attention to the negative transfer---the inhibiting effect of L2 on L1 acquisition, while neglecting the facilitative function of the positive transfer, which makes L2 learning easier, especially when evident similarity exists between L2 and L1, let alone sufficient discussion on the concrete ways of taking advantage of the positive transfer as an aid to the language learning as well as teaching. Secondly, current studies on positive transfer have not distinguished the transfers occurring respectively in the receptive learning process and in the productive learning process, and even fewer studies comparing the two different positive transfers in the two different learning processes. Thirdly, the insufficient studies on positive transfer are narrowed down to concrete domains of linguistics, such as lexicon-semantics acquisition, especially between Chinese and English, which are not cognates. Thus, several questions are of special concern to us: Does positive transfer occur to Chinese learners in their English lexicon acquisition? What are the factors influencing the degree of positive transfer? Does positive transfer occur to the two different learning processes---receptive and productive processes--- identically? With the lexicon-semantics acquisition as a cogent point, can we track down any concrete effective ways to benefit from the learners'positive transfer? These are all meaningful questions for English pedagogy. And to answer these questions is the main purpose of this thesis study.The thesis consists of an introduction, five chapters, and the conclusion.In the first chapter, various definitions of language transfer are introduced, with some misunderstandings of it exposed, and the classification of transfer will be offered. For this thesis's sake, the definition of positive transfer will be dealt with in more details.Chapter two is a review on the distinctive theoretical foundation in different development periods of language transfer study, on the related study in China and abroad, and on some controversies around the issue. The Interlanguage (IL) theory development period will be given more emphasis because of its prevalence in current studies as well as its significance for my study.Chapter three concentrates on methodological issues in the study of positive transferability (the probability of being transferable) in lexicon-semantics in two learning processes: receptive and productive learning processes. In this chapter, hypotheses are assumed that different degrees of positive transferability occur to the Chinese English learners in receptive and productive learning processes. Some first year C-level non-English major students in a medical college (who are labeled as Group 1) and another group of second-year A-level non-English major students from the same college (who are labeled as Group 2) participated in the experiment, which was arranged into four different tests focusing on the word"heavy": Transferability Test, Receptive Comprehension Test and two Productive Tests.Chapter four makes an objective representation on the data from the distinguishing experiment, including data in receptive lexicon and productive lexicon acquisition respectively. Then a comparison is carried on based on the analysis of the data (with computer tools such as SPSS statistical package and EXCEL office software).Chapter Five presents the following findings based on the above empirical study:1. Positive transfer does occur to Chinese English learners, at least in terms of English lexicon-semantics acquisition. Transferability can indeed be established entirely on the basis of L1 specific characteristics which are independent of L2, though L2 knowledge influence cannot be accordingly ruled out.2. Different degrees of positive transfer happen in lexicon-semantics in the receptive process compared with that in the productive process. Some effective and instructive hints promoting positive transfer can be found and adopted to expand the positive transfer, at least in the productive learning process.3. Different degrees of positive transfer occur to core senses and non-core senses of the lexicon. The degree was found to correspond to the constraint of markedness and prototypicality.This chapter also offers a detailed discussion on the role of positive transfer in receptive and productive learning processes in the light of the findings, considering some of the implications that the research may reveal for English teaching and learning, such as giving the phenomenon of positive transfer distinctive treatment in receptive and productive learning processes, with the learners'native language as a facilitative tool rather than an inhibiting obstacle, as well as the probability of enhancing the learner's learning strategy.To sum up, studies on the phenomenon of positive transfer should be coupled with the receptive and productive learning processes. Possibilities exist as to enhancing learners English acquisition with positive transfer as an aid. That is to say, research on positive transfer has truly applicative pedagogical significance to Chinese English learners. As long as learners understand the commonality of transfer, give transfer integral and separate treatment, and especially exert effort to enhance psychotypological awareness, positive transfer can function positively in English learning practice.
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