The Positive Transfer Of The Chinese Language In English Grammar Teaching In High School

The effect of the native language on foreign language learning has traditionally been seen to be one of interference. Since English and Chinese belong to two language families, people mainly see their differences. Does the native language have any positive effect on foreign language learning? The answer is "yes" according to the research results obtained at home and abroad. Based on the previous achievements in this field, the present research is focused on the study of the application of the positive transfer of Chinese in English grammar teaching in high school.The full text of the dissertation is divided into three parts.The first part discusses language transfer in language learning in terms of psychology and reviews the research done by some experts at home and abroad, and focuses on related theories. The author discovers that it is of significance to study the positive transfer of Chinese in high school students' English grammar learning, within the theoretical framework of Contrastive analysis, error analysis and interlanguage. Such a study is also advantageous to the improvement of teaching methods of English grammar, and helps senior high students effectively construct basic English grammar concept.The second part deals with the similarities between English grammar and Chinese grammar. After comparing and analyzing, it summarizes the similarities in parts of speech, functions of different parts of speech, the five basic patterns of simple sentences and inversion between English and Chinese, thus laying the foundation of applying Chinese positive transfer in English grammar teaching.The third part, the core of the dissertation, in the first place explores the existing problems in English grammar teaching and learning in high school in combination with the basic requirements of the new curriculum for senior high schools and of English grammar in the National College Entrance Examination. Secondly, it analyses a number of errors committed by senior high school students, in terms of morphology and syntax. Thirdly, on the basis of the analysis, the author puts forward some strategies to help students construct basic English grammar concept by leading them to the awareness of the similarities between English and Chinese morphology and syntax and by giving them a series of training including translation and reading. She also, carries out an experiment carried out to test and verify the validity and feasibility of the training method.In the last part, a final conclusion is reached: as beginners, high school students are prone to the influence of their mother tongue in their English grammar learning due to the shortage of adequate English inputs in the Chinese language environment,. However, teachers can effectively help the students construct basic English concept through proper guidance and training.