A Study Of Negative Transfer Of Mother Tongue In English Writing In Senior High School In Dongsheng District

English writing is one of very important and necessary basic skills of senior high school students in English learning.Especially importantly,writing in the college entrance examination accounts for a larger proportion.It is a concrete manifestation of students' linguistic competence and communicative competence,and also an important part of high school English learning.However,due to the differences between English and Chinese,students make errors in English writing.The reason is that most of the Chinese have a negative impact on English,that is,the negative transfer of mother tongue has a significant impact on the composition of high school students,which is a very important reason for the impact of students' writing performance.The purpose of this paper is to study the errors of mother tongue negative transfer in the students' compositions,then analyze the types of errors and their causes,and give some guidance to the students' English writing.This study is based on the negative transfer theory and previous research results,the research object is the senior three students of Donglian Modern Middle School,Dongsheng district,Ordos,Inner Mongolia.This teaching research,taking students' compositions as samples,combined with interviews,finds out the errors about the negative transfer of mother tongue in students' compositions and then analyzes the errors.The research finds that all the errors mainly focus on lexical,syntactic and textual aspects.This article describes the errors in students' compositions,and analyzes from lexical,syntactic and textual aspects.In the practical teaching process,the author aims at teaching the problems consciously.Based on the scores of the students' writing in pretest and post-test,the experiment found that all methods which are performed in the classroom teaching,in the aspect of writing training,in the aspect of comments where the students participate in the composition correction and teachers correct students compositions by face-to-face comments and in extra-curricular English learning,are all effective.The mean score of the experimental class is 2.8542 higher than that of the control class.The experimental class was P=.000,while the control class was P=.631,which indicated that the training was effective.Meanwhile,the paper also gives some suggestions on improving teachers' teaching quality,such as taking mother tongue negative transfer seriously,paying more attention to the differences in English and Chinese seriously and understanding the differences between Chinese and Western cultures.