A Study On Interlingual Transfer In Junior High School English Writing From The Perspective Of Error Analysis ——A Case Study Of Five Junior High Schools In Liangzhou District,Wuwei City

For learners of English as a foreign language,writing is one of the essential language skills,but it has not been paid enough attention in English learning and teaching.According to the English Curriculum Standard for Compulsory Education（2011 Edition）promulgated by the Ministry of Education,comprehensive skills of language use should be built up through all-around and specific language activities,among which the improvement of English writing ability is particularly important.However,in junior high school,English teachers usually pay too much attention to the learning of vocabulary,grammar,and other language knowledge,ignoring the training of writing skills.The main reason why students make frequent mistakes in English writing is interlingual transfer.There are great differences between Chinese and English in vocabulary,syntax,grammar,discourse,and pragmatics,which contribute to the major factor of language errors in the expression of English for beginners.Therefore,it is particularly important to scientifically analyze the language errors in students’ English writing and summarize the manifestations and causes of interlingual transfer.This can not only deeply understand students’ learning,but also provide a basis for exploring more effective teaching methods.Error analysis is a technique that linguistic principles are applied according to particular procedures to identify,classify and explain foreign language learners’ language errors,which is a common strategy for language learners and researchers.However,there are few studies on the error analysis of interlingual transfer in junior middle school students’ English writing.Therefore,it is necessary to explore the effectiveness of this method in English writing teaching in junior high school.Based on the theories of interlingual transfer and error analysis,this study adopts the methods of literature,corpus analysis,interview,and data analysis,and takes 237 students from 5 classes of Grade 8 in 5 middle schools in Liangzhou District,Wu Wei City,Gansu Province as the subjects.After collecting the students’ English test papers,the author classified and counted the language errors caused by interlingual transfer and analyzed the data.Afterward,the English teachers of the students were interviewed about the impact of interlingual transfer on students’ English writing.The purpose is to reveal 1)What are the errors caused by interlingual transfer in junior middle school students’ English writing? What is the proportion of each? 2)In view of the language errors caused by interlingual transfer,how to improve the teaching strategies of English writing in junior middle school? The results show that interlingual transfer-related errors account for a large proportion of English writing errors for junior high school students,which is the main factor causing language errors in English writing.The negative effects of mother tongue transfer on students’ English writing are mainly reflected in vocabulary,syntax and grammar.English writing teaching strategies can be improved from the following five aspects to help junior middle school students overcome the interference of their mother tongue: 1)Reasonably treat students’ language errors caused by interlingual transfer;2)Scientifically apply the relevant theories of interlingual transfer and error analysis;3)Strengthen the comparison between English and Chinese in teaching;4)Encourage extensive reading and increase comprehensible reading input;5)Encourage writing output and strengthen writing training.