A Study Of Mother Tongue Transfer And Relevant Teaching Strategies In Junior High School English Writing

Language transfer is a common feature of human cognition. Transfer of learning has long been known, especially between the two languages belonging to different language families, which is right for English and Chinese. Chinese culture and Chinese itself as a language have influences on Chinese students’ second language acquisition from the start. Because in the process of second language acquisition, Chinese, as a native language, has naturally dominated the daily life of Chinese students and the ways of their thinking and communication, and also has affected the formation of Chinese students" receptive system in English. This kind of effect in the process of second language acquisition works in the two aspects:positive transfer and negative transfer. Positive transfer of mother tongue to target language will promote the target language learning, while negative transfer of mother tongue is the interference of mother tongue. Namely, it is mainly due to some different forms of the native language and target language which are mistaken for the same by learners. That is to say. the similar knowledge between the native language and target language in the process of second language acquisition is easy to learn, whereas the different knowledge between the native language and target language is easily confused, so it is difficult to learn. Writing, as a reflection of students’ language comprehensive ability, the negative transfer of Chinese is more serious.The author carries out a questionnaire survey to find out the current situation of English writing of Tianshui Yifu Experimental Middle School. It suggests that the main cause to influence their writing improvement is the negative transfer of mother tongue. According to the second requirement of new English curriculum standards for English writing (Five) of grade nine students in junior high school:the students should learn to correct their composition with the help of their teachers, this study tries to combine the native language transfer theory with the teaching practice on junior high school English writing to solve the influence of negative transfer of mother tongue on students’ English writing by the literature review, the questionnaire survey and the experiment. Under the guidance of the native language transfer theory, the theory of error analysis and the ideas of English Process Writing, this study finds out:the negative transfer of mother tongue is often the main reason for the errors in junior high school students’English writing; the teaching strategies of optimizing writing process can indeed reduce inter-language errors caused by negative transfer of mother tongue and improve the writing scores of junior high school students. Meanwhile, the number of language errors within the language is controlled to a certain degree. Therefore, the author thinks that we should show positive attitudes towards junior high school students’ writing errors caused by negative transfer of mother tongue, pay attention to the process of writing and adopt teaching strategies of writing process appropriately to improve the teaching efficiency, make the teaching more targeted and to overcome the negative transfer of Chinese in English writing in maximum.