Syntactic Transfer: Evidence From English Writing Of Chinese College Students

A lot of research reveals that anyone who wants to offer sufficient interpretation of second language acquisition (SLA) has to take the critical factor-language transfer into consideration (Gass&Selinker 1992). Pica (1984) lists ten most popular subjects concerned by foreign language teaching researchers, among which the influence of native language (NL) on second language acquisition is on the top. Therefore, the study of language transfer brings great, realistic significance to foreign language teaching in China.Much relevant research on language transfer at home and abroad has been attached great importance to theoretical analysis of language transfer or the influence of mother tongue (MT) to SLA, merely a small amount of research has connection with syntactic transfer. However, in these limited studies, the analysis and discussion of syntactic transfer in Chinese college students' writing is hardly dealt with in detail.Thus this research aims to explore the syntactic transfer reflected in Chinese college students' English writing. The present study involves as its subjects 30 non-English major freshmen and 30 junior English majors from over 200 intermediate and advanced English learners in Zhuzhou Industrial University. Quantitative method together with qualitative method is adopted in analyzing the data gathered from the subjects' English composition samples, grammaticality judgment test and individual interview.Based on the theoretical framework of language transfer, contrastive analysis, interlanguage theory, and markedness theory, three hypotheses are proposed concerning syntactic transfer in college students' English writing. Such issues are investigated as to the five main syntactic errors in students' English writings, their appearing frequencies and causes, and the relationship is analyzed between syntactic transfer and English proficiency level.The research findings correspond principally with the research hypotheses. It has been tested that syntactic transfer in students' writing mainly exists in the following five aspects: run-on sentences, subject-predicate non-agreement, wrong expression of the passive sentences, omission of subject, and wrong expression of the existential or presentative function. The study also shows the causes of the above mentioned syntactic transfer, they are, (1) the different thought patterns; (2) lack of comprehensible input; (3) lack of comparison and contrast between Chinese and English. And syntactic transfer is significantly correlated with English proficiency level.The findings from the study have provided valid and reliable data for studying college English writing teaching and learning; they are useful in helping us realize a complete picture of English writing ability, aiding students reduce the negative effects of syntactic transfer on their English writing and improving the English writing ability of Chinese college students. They provide teachers with an opportunity to reflect on their teaching ways comprehensively. So it is advisable for studying college English writing teaching and researching.