Transfer Of Temporality

According to the cross-linguistic transfer theory, the typological characteristics of their native languages play a major role in the formation of learners' interlanguage (IL), and with the improvement of learners' proficiency, their IL display a certain tendency. The present study aimed to explore how characteristics of Chinese temporality (CCTs) influenced the acquisition of the English progressive aspect and what tendency would be shown in the learning outcomes of learners.On the basis of their English proficiency, the subjects were divided into three levels: preliminary, intermediate and advanced. They completed a Chinese-English translation task, which yielded the data for the study.The research found that Chinese learners of English as a foreign language (EFL) transferred their L1 temporal characteristics into their IL. When Chinese progressive aspect markers expressed progressive meaning in sentences, they facilitated the Chinese EFL learners' use of English progressive marking. When Chinese progressive aspect markers did not, they interfered with the learners' correct use of the English progressive aspect. Chinese learners struggled most with English progressive marking on achievements and statives because these aspectual categories do not go together with the Chinese progressive marker zai although they can be used in the English progressive.With the improvement of their English proficiency, the learners gradually reduced the negative transfer of CCTs. The whole learning process displayed a developmental tendency, but the development occurred to varying degrees at different proficiency levels. The learners at the preliminary level were most likely influenced by the CCTs and preferred to translate the Chinese characteristics literally into English. Up to the advanced level, Chinese EFL learners still failed to overcome the negative influence of CCTs completely, which was probably a result of IL fossilization.