A Study On The Chinese Negative Transfer In English Grammar Teaching In High School

Grammar is the one of the basic skills and learning methods in language learning in senior high school. Along with English teaching being taken seriously, language teachers and experts have started to pay much more attention to grammar teaching. English, as the second language, is influenced by native language more or less for Chinese students when they are learning. Some beneficial influences will improve students’learning initiative and results, which are known as positive transfer. Conversely, the inactive transfers are called negative transfer. Some obstacles may prevent Chinese students from learning English grammar well. One of the obstacles is that students will be affected by the patterns of native language thinking more or less during the process of learning the second language, which may generate Chinese English, short for Chinglish, in their ordinary communication or test papers. This kind of error is called negative transfer of mother tongue phenomenon. It is an undeniable fact that there exists Chinese negative transfer for high school students in the second language learning. Moreover, it becomes one of the main obstacles for students in high school to improve their comprehensive English abilities.This paper first reviews the language transfer at home and abroad, and then expounds contrast analysis theory, error analysis theory, and interlanguage theory respectively because these theories play significant roles in the foreign language teaching.105students from Dawa High School Liaoning province are the subjects of the research. This research is aimed at realizing the true feelings of students when they are learning English by questionnaire and classifying the errors systematically that students make by means of the analysis of grammar examination papers. It is supposed to help English learners to realize the differences between Chinese and English, and to get trained intensively so that they reduce or avoid the errors disturbed by the Chinese negative transfer and at the same time they are able to learn English in an efficient and an appropriate way. Through the empirical research, it is found that including facing up to the Chinese negative transfer, enlarging the target language input, creating the authentic language learning and teaching situation, and enhancing the awareness of culture can help students reduce and avoid errors disturbed by Chinese negative transfer, which are beneficial implications for English teachers in high school in their future teaching...