A Study On Chinese Negative Transfer In Middle School Students’ English Writing

Language transfer has always been the topic emphasized in the field of secondlanguage learning, which has experienced three developing stages of comparison analysis,error analysis and inter-language theory. Chinese students generally start learning Englishas the second language in the condition of basic or complete mastering of the motherlanguage of Chinese. Therefore, when middle school students are learning English, theirown mother language base ideas and customs will inevitably produce great influences onEnglish learning, which is also the phenomenon of mother language transfer we oftenmention. Mother language system can produce positive influences on second languagelearners, but also have negative effects, which is the phenomenon of mother languagetransfer and this negative transfer is inevitable.The paper mainly takes the effects of mother language negative transfer on theEnglish writing of middle school students as the research subject. Establish four researchquestions:(1) What’s the frequency and proportion about the Chinese Negative Transfer Errors andNon-Interference Errors?(2) What are the main types of errors caused by the Chinese negative transfer in theEnglish writing of middle school students? Which type is the most frequent error caused bythe Chinese negative transfer?(3)What’s the correlation between the degree of being influenced by Chinese negativetransfer and the writing scores?(4) Do the Chinese thinking patterns of students influence the English writing?The author adopts the method of qualitative and quantitative combination, takescomparison analysis, error analysis and inter-language theory as the theoretical support, andselects60students from one class in Jinzhou No.3Middle School as the object of researchinvestigation, then collect the sample and also distribute the questionnaire. It sorts andanalyzes the errors of mother language negative transfer and research demonstrates and bylarge quantities of statistics, classification and analysis on errors appeared in the process ofEnglish writing. While doing writing tests, the author adopts the means of investigationquestionnaire to supplement the effectiveness of explanatory exploration.It was found that:(1)There are79.75%errors in the composition are caused by mother language negativetransfer, other errors are20.25%. (2)The main types of errors caused by the Chinese Negative Transfer are Morphologicalerrors, Lexical errors, Syntactic errors and Text errors. Among these errors, Syntactic errorsown the largest proportion.Among Text errors, thinking patterns own the largest proportion.(3)The degree of being influenced by Chinese negative transfer and the writing scoresappears negative correlation. The more Chinese negative transfer errors,the lower scores.(4) In terms of thinking patterns of writing, middle school students has really influenced bythe mother tongue thinking patterns.Research demonstrates that Chinese middle school students all suffer from theinterruption of the mother language in different aspects. The author puts forward severalrecommendations on the improvement of the effects of the mother language transfer onmiddle school student English writing so as to improve the efficiencies of English teachingand English learning continuously. Of course, the research of this paper is only built on thebasis of60samples, and numerous deficiencies and omits remain to be supplemented anddeepened.