Study On Negative Transfer Of L1 Thinking Modes In English Writings Of Non-English Postgraduates.

In recent years, much research has focused on the negative transfer of first language and English writing. But there has been little effort directed to the specific of the first language thinking modes which negatively influence English writing (Wang Wenyu, 2002). Within this context, the author of this paper has tried to discuss the negative transfer of the first language thinking modes in English writing from the dual perspectives of the writing process and the writing product, combining with quantitative and qualitative analysis. A total of 38 subjects from two separate classes were chosen, one from the College of Physics, Hebei Normal University registered in 2002, and the other from the Clinical Medicine Department of Hebei Medical University, registered in 2003.First of all, based on the empirical data, the paper analyzed the negative transfer of first language thinking modes in Chinese students' writings from the standpoints of lexis, syntax and discourse. After collecting the data, we discussed them respectively. The result indicated that negative transfer was present at all language levels. Then the author summarized three factors which would cause negative transfer in English writings: (l)collective modes of thinking, (2)subjective modes of thinking, (3)ambiguous thinking modes in English writing, we summarized several reasons which caused negative transfer. Because of different thinking modes between Chinese and English, negative transfer can not be totally eliminated at present. It may be avoided when positive methods of pedagogy is adopted in teaching writing.After analyzing the data, the author carried out interviews in classrooms and made notes. The results revealed that all of the students employed first language thinking modes in composing, choosing words, plotting and arranging the composition.Finally, the author suggested some pedagogical implications to avoid negative transfer, including (1) introducing the contrastive thinking modes in class, (2) introducing lexical transfer in class, (3) introducing syntactical transfer in class,(4) introducing contrastive discourse in class. In this way, students are guided to know the differences between Chinese and English languages so that their writing proficiency will be improved.