Investigation Into The English Writing Teaching Strategies Of Senior Middle School From The Perspective Of Language Transfer Theory

Due to the obvious linguistic and cultural differences between Chinese and English,high school students are often affected by the negative transfer of their native language in the process of writing English,which has not been given enough attention by English teachers.It is reflected in the process of teaching writing,which tends to ignore the cultural and thinking differences between Chinese and English and focus only on the language knowledge level,resulting in the ineffective improvement of high school students’ English writing skills.This study examines the current problems of teaching English writing in high school from the perspective of language transfer.And on this basis,it discusses teachers’ coping strategies in teaching English writing,which has great signifacance.First,based on the perspective of language transfer,this study investigates the errors in high school students’ English writing,and finds that high school students’ errors in writing due to negative native language transfer account for 65% of the overall errors,which are: punctuation errors,ignoring the changes in English vocabulary morphology,and combining English sentences with Chinese sentence rules.Secondly,the analysis of high school students’ writing samples,combined with teachers’ questionnaire interviews and classroom observations,revealed that the causes of negative native language transfer errors in students’ writing were mainly at the pedagogical level: teachers’ lack of teaching writing according to the theory of language transfer,teachers’ overemphasis on test-taking and neglect of language application,and single evaluation of high school English teaching.Again,this study combines the theory of language transfer and the theories of comparative approach and error analysis to propose teaching strategies for high school English teachers to deal with the errors caused by language transfer in students’ writing.First,teachers need to raise their awareness of the influence of language transfer on high school students’ English writing;second,they should pay attention to teaching and research on English writing and improve their ability to analyze the elements of English writing by contrast and error analysis;third,they should actively carry out teaching practices to overcome the negative transfer of the native language,mainly through teaching word blocks to understand the meaning of words,training high school students to standardize sentences,using Chinese positive transfer combined with imitation to construct discourse.In addition,teachers should focus on the basic language training of high school students and guide them to self-evaluate their writing and develop good reflective habits.Finally,this study combines the concepts and theories of negative native language transfer in linguistics with second language acquisition in education to explore the problems in English writing of high school students from the perspective of language transfer and to guide teachers’ teaching practices in overcoming negative native language transfer in teaching English writing.