A Study On The Influence And Countermeasures Of Negative Transfer Of Mother Tongue On Senior High School Students’ English Writing

Writing,as a fundamental writing skill,externalizes students’ internalized language knowledge,cultural awareness,and way of thinking into words,embodies students’ ability to express themselves in written language.Nowadays,the reform of the new college entrance examination includes a requirement for students’ English writing ability to continuation writing,implying that English writing will definitely become a focus of both teachers and students.However,due to the solidification of the thinking mode in English writing teaching and the emphasis on exam preparation,students’ writing mistakes have not been analyzed and addressed promptly,leading in a lack of improvement in their writing proficiency.This study has investigated language transfer theory,error analysis,and interlanguage theory,using 110 compositions from students in classes 12 and 28 of a senior high school as samples in Hefei,and employed research methods that combine quantitative and qualitative analysis and classified errors in senior high school English compositions through text analysis,a questionnaire survey,and an interview,focusing on the following three questions:(1)What types and distributions of negative mother tongue transfer are there in senior high school English writing?(2)What are the primary causes of negative mother tongue transfer in senior high school English writing?(3)What relevant countermeasures should be implemented to improve negative mother tongue transfer in English writing?It has been discovered that the majority of text errors in compositions are associated with negative transfer,mainly in lexicon,discourse,and syntax.Each type of error was given corresponding examples so as to analyze the causes of the errors:the differences between English and Chinese.Finally,this study concludes that negative transfer of the mother tongue has an effect on senior high school students’ English writing.As a result,teachers should compare and contrast the differences between English and Chinese,increase language input,strengthen daily writing training and accumulation,create an English-language environment,and put a premium on composition correction and feedback from students.This study hopes that both teachers and students in senior high schools will be able to correctly treat negative transfer of the mother tongue and improve their own teaching and learning strategies.At the same time,the study can provide some reference for promoting senior high school English writing.