Negative Transfer of Mother Tongue on Non-English Majors’ Writing
|Course||Foreign Linguistics and Applied Linguistics|
|Keywords||college English writing native language transfer contrastive analysis writing Strategies|
Writing is a comprehensive ability of language use compared with reading and listening. For students, writing is still an essential and indispensable skill in language learning and daily communication. However, it is a little difficult for Chinese learners to produce a coherent, fluent and extended piece of English writing. English is taught and used as a foreign language, so learners may not have a good command of English like Chinese. And native language transfer always causes Chinglish expressions during students’writing.Based on the analysis of the first-year non-English majors’writing samples, the present study mainly focuses on the influence of native language transfer and varied forms of expressions, especially negative transfer on freshmen’s English writing. And then based on the analysis and research, the author proposes some writing strategies, hoping they act as a stimulus to English writing teaching.The present study is based on second language acquisition, transfer theory and contrastive analysis theory. Previous studies and theories about the contrastive analysis of English and Chinese at home and abroad provide theoretical foundation for the present experiment design and data analysis. The subjects (93 persons in total) are non-English major freshmen from two classes of Hebei University of Engineering.A questionnaire about writing is conducted firstly, after the questionnaire three compositions will be finished. The first writing test is a composition, and this test just acts as a basis. And then there is a composition separately before and after native language transfer training. According to microteaching theory, explanation, training and exercise of transfer are conducted level by level. Both of the classes take part in the training. On account of native language transfer, statistical analysis and descriptive analysis are carried out in these writing samples. During the four-month research, in order to seek for new approaches, the form and content of writing class were updated and enriched, such as, peer correction, writing Tripeakz, story telling, etc. Those are used to investigate students’induction ability and their requirements for writing class. Finally, according to the results obtained from the data analysis, the author reached the following conclusions: For learners, transfer errors are easy to occur at text structure, writing habits, syntactic structure and lexical level; peer correction can make students find their deficiency more easily; enriching writing class can arouse students’writing motivation, etc. To these transfer errors and problems, the author explored some teaching implications and writing strategies on how to improve college English writing teaching and learners’English writing ability, such as, students’making use of positive native language transfer and other teaching methods and writing skills.