An Empirical Study Of Native Language Negative Transfer In Senior High School English Writing

Writing is the integrated embodiment of all kinds of language knowledge, and it canfully reflect the students’ level of the language. English writing is one research focus in theSecond Language Acquisition research field; meanwhile it is the difficulty of the Englishlearning and English writing. With the deepening of the middle school English teachingreform, the research of the English writing teaching is attached importance to the Englishteaching researchers. The English and the Chinese belong to two different language families;there are distinctive differences in form, syntax and culture. The research result at home andabroad shows that there is distinctive Native Language Negative Transfer influence in leaner’sEnglish writing. How to know the characters of English writing well, resolve the learners’problems of English writing, and promote the English teachers’ writing teaching are alwaysthe Second Language Acquisition research focuses. Helping learners to overcome the NativeLanguage Negative Transfer and promote the Native Language Positive Transfer in theEnglish writing, and improving the level of the English writing already become one of themajor topics of improving learners’ English Comprehensive strength and English teachingquality.In this paper, the writer reviews the mistake analysis theory, contrastive analysis theory,mother tongue transfer theory and inter-language theory. The writer chose one hundred andtwenty six English writings of the First senior high school in Heshun as the samples, andanalyzed the reasons and the language categories of the mistakes in these samples. At last, thesurvey result shows that most of mistakes in the English writing are related with the mothertongue negative transfer. The boundary of the intra-lingual errors and the inter-lingual errorsis not clear. Many intra-lingual errors are indirect influenced by the mother tongue negativetransfer. Except overgeneralization, the total of learners’ the intra-lingual errors and theinter-lingual errors are1168. The mother tongue negative transfer direct or indirect influences are60％in the main reason of mistakes. The end says that the main reason of the middleschool students’ English writings is the mother tongue negative transfer. And the paperdentally analyses these mistakes at the base of the comparison of the Chinese and the English.Finally, the end of the paper is that the grade one of middle school is the primary stage oflearning English, the atmosphere of leaning English is Chinese atmosphere, and the learnersare short of language input, so the interference of mother tongue is inevitable. As a result ofthat, the author suggests that the teachers should have a right attitude to this kind of mistakes,and apply some useful English writing teaching methods to help learners to avoid theinterference of the mother tongue. So the learners will develop correct hobbits gradually andimprove the English writing skills.