Syntactic Transfer From Chinese(L1) To English(L2): A Cognitive Perspective

This thesis has reviewed researches on language transfer and integrated the relevant theories claimed by different researchers, such as the theory of universal grammar, the theory of parameter settings, the theory of verbal thought, and the theory of experience. Based on the review, the author formulates an integrated theoretical framework from a cognitive perspective, with which the syntactic transfer from Chinese (L1) to English (L2) of Chinese English learners is analyzed. Chinese English learners interact with their social-cultural and verbal environment, acquire their L1 experience with their competence of universal grammar, and develop their L1 parameterized particular grammar. From a cognitive perspective, L1 parameterized Chinese learners will definitely transfer their L1 parameters into L2 when acquiring English syntactic structures. With this theoretical framework, the author analyzes some syntactic transfer errors made by college students the author taught in their written work. The last chapter includes two pedagogical implications for foreign language teaching and learning.