文摘
英文文摘
声明
Chapter 1 Introduction
1.1 Background of the study
1.1.1 The importance of English writing
1.1.2 The requirements of New Curriculum Criterion and NMET in English writing
1.1.3 The current situation of English writing in senior high school
1.1.4 Language transfer and English writing
1.2 Significance of the study
1.3 Questions to be answered
Chapter 2 Language Transfer
2.1 The definition of language transfer
2.2 The types of language transfer
2.2.1 The manifestation of language transfer
2.2.2 Classification of Transfer on the Basis of Linguistic Structures
2.3 The factors influencing language transfer
Chapter 3 Review of the Language Transfer Studies
3.1 Theoretical background
3.1.1 The behaviorist view
3.1.2 The mentalist view
3.1.3 The cognitive view
3.1.4 The theory of markedness
3.2 Studies of Linguistic transfer
3.3 Negative transfer
3.3.1 Contrastive analysis (CA)
3.3.2 Error analysis
3.3.3 Transfer analysis
3.4 Different approaches on classifications of language transfer
3.4.1 Three categories proposed by Selinker et al
3.4.2 Thompson's Contrastive Analysis
3.4.3 Schachter's structural avoidance
3.5 Empirical studies
Chapter 4 Methodology
4.1 Design
4.2 Subjects
4.3 Procedures and data collection
4.3.1 Writing task
4.3.2 Questionnaire
4.4 Instruments for analysis
Chapter 5 Results and discussion
5.1 A brief view of the errors from the sample compositions
5.2 A detailed analysis of the negative transfer errors
5.2.1 Morphological TEs
5.2.2 Lexieal TEs
5.2.3 Syntactic TEs
5.2.4. Stylistic TEs
5.3 Answers to the questionnaire
5.3.1Answers to Question1
5.3.2Answers to Question2
5.3.3Answers to Question3
5.3.4Answers to Question4
5.3.5Answers to Question5
5.3.6Answers to Question6
5.3.7Answers to Question7
5.3.8Answers to Question8
5.3.9Answers to Question9
5.3.10Answers to Question10
Chapter 6 Major findings and Enlightenments
6.1 Major findings
6.2 Enlightenments of the study
6.2.1 Strengthening the rudimentary knowledge teaching of language
6.2.2 Asking students to read extensively
6.2.3 Trying to use English as much as possible in class to create good English—learning circumstances
6.2.4 Teaching students more about different cultures
6.2.5 Doing more comparisons and contrasts between our native language and English
6.2.6 Recommending reciting and reading aloud to cultivate the language sense while encouraging students to write more
6.3 Limitations of the study
Bibliography
Appendix
Acknowledgements
