On The Effects Of Text Memorization On Alleviating The Negative Transfer Of Mother Tongue In Senior High School English Writing

It has been found that the negative transfer of mother tongue occupies a large proportion in writing errors of senior high school students, and it has become one of the most serious problems in English writing in China. As a traditional learning method, text memorization has a profound theoretical basis, which can effectively improve writing skills of students, but whether it can effectively alleviate the negative transfer of the mother tongue in English writing has not been study deeply. Therefore,this thesis attempts to study the effectiveness of the negative transfer of the mother tongue in senior high school English writing.This thesis focuses on two issues:1) Does text memorization effectively alleviate the negative transfer of mother tongue in senior high school English writing?2) What is the current situation of senior high school students about text memorization? What are its implications for English Teaching?The methods of experiment and questionnaire are used in this research. The subjects of this research are 50 students who study in one common class of grade one in Guiyang No.8 High School. The memorizing experiment is carried out for 10 weeks. On the basis of ensuring the normal curriculum requirements, students are required to memorize the texts after class and checked their memorization regularly.The memorizing materials are from the second volume of New Concept English.Students are asked to respectively complete a 120 words composition in the same topic before and after the memorizing experiment. The number of negative transfer of mother tongue in the pretest and post-test is classified and analyzed by Statistical Product and Service Solution 22.0.Writing test results demonstrate that the number of language errors caused by negative transfer of mother tongue has declined after the memorizing experiment. The results of sig.2-tailed show that there are correlations and significant differencesbetween the data of the pretest and the post-test in every classification. It can draw a conclusion that text memorization can effectively alleviate the negative transfer of mother tongue in senior high school students’ English writing. The results of the questionnaire show that in terms of attitude, students neither like nor reject this learning method. In cognition, it is generally believed that this method is very important, but most students have not found an effective way to memorize. In application, after memorization, texts are not reviewed in time, and they lack practice and application. According to results of questionnaire, the author suggests that teachers should teach some novel and effective memorizing methods, choose the suitable and practical memorizing materials, make reviews in time and increase writing practice and applications in order to promote the internalization of memorizing knowledge and reduce influence of negative transfer.