A Comparative Study Of Mother Tongue Transfer In Senior High School Students Of Different Writing Skills

The role of the mother tongue in the process of second language acquisition has always been noticed,but negative transfer occurs when the language rules of the mother tongue do not conform to the rules of the target language.Actually the negative transfer is reflected in writing materials for high school students.The current researches on the negative transfer of mother tongue in written expressions of high school students are common,mainly by analyzing the mistakes and discussing the reasons.Then they will provide some suggestions.But there are few studies on the different types of mistakes for different writing levels.Therefore,this research makes a further discussion on the transfer tendency of different writing skills.This study explores the problems of native tongue transfer in learners' written materials from three levels: lexical,syntax,and discourse.A total of 1096 written expressions were collected from 548 students in experimental classes in Suixi Middle School,and a total of 592 high and low groups were selected for the further research.At last,the following conclusions are reached through collating and analyzing statistics:(1)There is a significant difference between students in high and low groups in terms of errors caused by mother tongue transfer,and they are clearly reflected in three major levels: lexical,syntax,and discourse.The degree of negative transfer is discourse> syntax> lexical.(2)At the lexical level,the main types of errors in high groups are: selection of improper words(57%)> misuse of prepositions(15%)> misuse of part of speech(14%).The main types of errors in low groups are: selection of improper words(36%)> misuse of part of speech(22%)> misuse of singular and plural(19%).(3)At the syntactic level,the main types of errors in high groups are: incomplete sentences(30%)>multi-predicate sentences(17%)>subject-predicate disagreement(15%).The main types of errors in low groups are: incomplete sentences(35%)>multi-predicate sentences(22%)>inconsistent words order(11%).(4)At the discourse level,the main types of errors in high groups are: imperative sentences(35%)>Chinglish(23%)>missing conjunction(16%).The main types of errors in low groups are: Chinglish(42%)>missing conjunction(16%)>misuse of conjunction(14%).This study makes some suggestions based on the findings.Students can prepare English-English dictionaries and use derivative methods to learn words.Also,it is necessary to analyze the sentences and practice.At last,some writing skills can be improved by expanding English input.Teachers can also conduct targeted intensive training for students.At the same time,teachers should guide students to understand the differences between languages while correcting errors and diversifying evaluation methods.Teacher-student cooperation can make students overcome the negative transfer and improve their writing abilities.