The Syntactic Positive Transfer Of L2(Chinese) On L3(English) Of Yili Uygur Senior One Students' English Writing

With the gradual formation of economic globalization and the integration of the world,English has become an international official language,many countries have already put English as a compulsory subject,and China is no exception.With the popularity of English,minority areas in China gradually formed the three language teaching environment.The author lives in Xinjiang area where the minority nationalities gathered,there are many minority students,especially Uygur,and as an English teacher at senior high school,the author found that in English writing,due to the Uygur language structure,most of Minkaomin Uygur senior high school students were effected by the negative transfer of their mother tongue(Uygur),then to produce syntactic errors.So,in order to reduce mistakes,Uygur students usually use the syntactic positive transfer of Chinese to help themselves learn English writing.Moreover,from the aspect of syntax,there are many similarities between Chinese and English,such as,Chinese and English sentences all contain the structures of Subject,Verb,Object,Attributive,Adverbial,the sentence order are S+V,S+V+O and so on.Also it must be noted that syntax is a major focus of English writing,if wants to improve English writing scores,minority students must master the syntax.In addition,the author also found that although there are obvious differences between minority people and Han nationality in the aspect of syntax,but the Minkaomin Uygur senior high school students have Chinese lessons in their school,so they can grasp Chinese relatively well,and this situation provides a basic condition for Uygur senior high school students to use the positive transfer of Chinese to help themselves to learn English Writing.Therefore,the author take the The Syntactic Positive Transfer of L2(Chinese)on L3(English)of Yili Uygur Senior One Students' English Writing Uygur Senior One Students' English Writing as the research topic,and make the Uygur senior one high school students of XinYuan No.2 middle school in Yili,Xinjiang as the research subjects,with “third language theory,the theory of language transfer,and contrastive analysis hypothesis principle” as the theoretical basis,through the analysis of students' writing test,questionnaire and interview to find and answer the following two questions,1.What is the relationship between Chinese writing score and English writing score of senior one Uygur students?2.According to this kind of relationship,whether Uygur senior one high school students in Yili city will use the syntactic pattern of L2(Chinese)to study English writing?Based on the theoretical analysis and empirical research,combining the Spass 17.0 software and the Excel table as the tool to analyze and summarize the questionnaire and writing test,then the author draws the following conclusion:1.Minkaomin Uygur students' Chinese writing level is positively correlated with English Writing level.So teachers should make use of the positive transfer of L2(Chinese)to help Uygur students improve their English writing ability,especially in the aspect of syntax.2.Because of the similar syntactic structure between Chinese and English,the high school students of the Uygur nationality will learn the English writing with the help of syntactic patterns of L2(Chinese).In the process of English writing,Uygur students usually require to use of Chinese thinking to think about how to make sentences.At last,the author aims to put forward the implication that as English teachers in minority areas,they should actively guide the minority students to find out the similarities between languages,so as to help the students to learn English writing syntax by the positive transfer between languages.