第五章展示了主要的发现的探讨和教育意义在高中英语教学。与此同时,该探讨的局限性,提出了进一步探讨也提出了在这一章。探讨结果表明,中国的高中学生在英语写作严重的干扰水平的中国不同,根据他们的英语写作汉语负迁移的错误和产生错误的原因,英语教师在教学过程中必须采取有效方法,帮助学生了解更多对于这两种语言和之间的差别体现在英语写作过程中汉语负迁移的因素,然后减少中国的负面作用,提高学生的英语写作能力。
Chapter One Introduction引言
Language transfer is a common phenomenon that has been concerned in the field of second languageacquisition since last century, and the errors that learners make in the process of L2 learning due to thenegative transfer of their native language have also drawn linguists’ attention. English, as a foreignlanguage, has been learned widely in China, and listening, speaking, reading and writing are regarded asthe four basic skills in English learning. English writing, as one of the main skills in English leaning, is avery complex task which learners master difficultly. Nunan (1991) also points out that few learners,including English native speakers and non-native speakers, will feel relaxed and light-hearted when theyare provided a writing task. Moreover, most of English teachers in Middle School don’t pay much attentionto English writing. Therefore, lots of errors occur in Chinese learners’ English writings, and most of errorscan be attributed to the Chinese interference, which prevents learners from outputting the coherent andcorrect English writings.
1.1 The Motivation and Background of the Study探讨背景和动机
As an English learner, the author has also a deep feeling of the Chinese interference on Englishlearning, which is the main motivation of the study. Besides, during the teaching practice, the author foundthat Chinese learners make numerous interference errors in English writings mainly because they havemastered a set of complete and systematic Chinese knowledge before learning English.English, as a foreign language taught in China, plays a very important role in communicating withother counties in the world. The number of Chinese people who have started to learn English is increasinggreatly in recent years. However, Chinese language influences greatly on Chinese learners’ foreignlanguage acquisition, especially the Chinese negative transfer which may cause errors andmisunderstanding often occurs in Chinese learners’ English writing compositions, which prevents learnersacquiring the foreign language and impacts the daily communication. As English writing is becoming to beone of the main ways of international communication, whose success is dependent on whether Englishlearners can express exactly their ideas and views.According to the Current New English Curriculum Standards, students in senior high schools arerequired to achieve these aims from the sixth grade to the eighth grade in language skills. The students inSenior Two should finish the Compulsory Modules(1-5) and Elective Modules (6-8), and are required toachieve these writing objectives in the eighth grade aim: they should be able to repeat or write summarybased on those passages they have read, to write passages or reports according to the information providedby words or tables, to write essays with coherent meanings and complete structures, to narrate things orexpress their ideas and attitudes, and to write with standard styles and smooth sentences in English(Standards, 2017:5-12). In a word, the students should be able to describe persons or events and expresstheir attitudes or opinions with brief, coherent and c，英语毕业论文，英语论文
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