The Influence Of Mother-tongue Transfer In Senior Middle School Students’ Writing

English writing ability is not only the essential skill of the provision in TheOrdinary High School English Curriculum Standard, but also the importantcomponent of the English college entrance examination(about17%). The oreticalfoundations of this thesis are contrast analysis theory,errors analysis theory andinterlanguage theory. This thesisdetailedly analysed how the positive and the negativetransfer of the mother-tongue influenced the English writing from languageontology,way of thinking, civilization and habits, and came up with the strategy of thewriting teaching, so as to enhance the English writing ability of the senior schoolstudents.This thesis mainly used the qualitative and quantitative method, questionnaire,experimentation and statistical analysis method. In order to check the experimentalresult, we uded SPSS17.0to analyse the data.This thesis consists of five components: introduction,the first,second and thirdchapter,and conclusion. it talked about the research situation of the English writing athome and reviewed correlative theories in introduction, and pointed out theirachievements and shortage. In the first chapter, it mainly talked about the empiricalresearch of negative transfer in senior middle school students’ writing. In the secondchapter, it mainly talked about the empirical research of positive transfer, Chinglish insenior middle school students’ writing and the importance of constructing languagehaemony. In the third chapter, it mainly emphasised the influnce of mother-tonguetransfer in senior school students’ writing and talked about the writing method ofcombining process, genre with autonomous learning.The writing method of combining process, genre with Autonomous learning canarouse high school students’ English writing interests and heighten their scores.However, it wasn’t further research the influence of individual difference.