Research On Transfer Of Chinese Language In English Grammar Teaching In Middle School

Transfer refers that learners achieve some new knowledge by applying the knowledegeand experience they have grasped. It mainly includes positive transfer and negative transfer. Ifthe previous knowledge is able to help and promote the learning of the new knowledge, itbelongs to the positive transfer. If the grasped knowledge and experience hinder the acquisitionof the new knowledge, it belongs to the negative transfer. As a kind of non-intelligent factor, theChinese habits play a very important role in the grammar teaching in the middle schools.Middle school students have not learned much English but they have much knowledge aboutChinese and hence they have already owned their own understanding towards the methods andstrategies for learning English. In recent years, English teaching in China has a kind of trendwhich encourages English learners to forget Chinese during the process of learning English inorder to avoid the negative role of the Chinese knowledge in learning English. Although thereare some differences between Chinese and English, there are still some things in commonbetween Chinese and English. Especially in the Chinese grammar and the English grammar,Chinese and English have many common rules. Therefore, English teachers can take advantageof the language transfer of the Chinese habits to teach the English grammar in Classappropriately in order to cultivate the consciousness of grammar of the middle school studentsand lay a good foundation for cultivating the students’ ability to apply English to the practice.This research aims to explore how to apply Chinese language habits to the English grammarteaching in middle schools.This paper mainly includes five parts. The first chapter briefly introduces the researchbackground, the research aims and questions and points out the research meaning andsignificance. Chapter Two firstly introduces the definition and characteristics of languagetransfer and points out the relevant comparative research of Chinese and English. On the basisof this, the author outlines the relevant researches towards the language transfer from cognitiveperspective and behavioral perspective. Chapter Three mainly introduces the methodology andthe research design and describes and introduces the subjects, the instruments, the researchprocedures and the data collection methods in detail. Chapter Four analyzes and discusses thecollected data from the positive transfer and negative transfer of Chinese habits on English grammar learning. Chapter Five summarizes the main conclusions and the implications of thisresearch on the future English teaching.Through the research, this paper points out that during the teaching of English grammarinmiddle schools, English teachers should pay attention to the role of the transfer rules on thelearning of English grammar and hence teachers should take good advantage of the positivetransfer of Chinese habits and avoid the negative transfer of the Chinese habits on Englishgrammar teaching in the middle schools. And it also points out the guiding meaning of theresearch on the future English teaching in the middle schools: pay attention to the role of thepositive transfer of Chinese language habits, take advantage of the grammar translationappropriately, connect the grammar teaching and the reading teaching, pay attention to theformative appraisal to stimulate students’ interests and pay attention to the balance of thesimilarity and differences between Chinese and English. As a result, the Chinese middle schoolstudents are able to learn English grammar and appropriate English expressions better throughavoiding the negative transfer of Chinese habits and promoting the positive transfer of Chinesehabits on the learning of English grammar.