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sp;Positive Transfer ........  19
3.2.2 Negative Transfer........ 19
3.3 Restraints on Language Transfer........ 19
Chapter Four Research on the Negative Transfer of Vocabulary........ 23
4.1 Objectives ........23
4.2 Subjects........   23
4.3 Methods and Instruments ........24
4.4 Procedures ........24
4.5 Data Analysis........   24
4.6 Discussions ........38
Chapter Five Conclusion........ 42
5.1 Major Findings........ 42
5.2 Pedagogical Implications........ 42
5.3 Limitations of the Study........ 46

Chapter Four Research on the Negative Transfer of Vocabularyin non-English Majors' Writing

4.1 Objectives
Although the study of transfer is given close attention again, there are still manyquestions unanswered. This study focuses on the negative transfer in vocabulary in Englishwriting. The detailed questions are as follows:
1) Is the negative transfer of Chinese one major source of the vocabulary errors in non-English majors' English writing?
2) What are the main types of vocabulary errors resulting from the negative transfer ofChinese in non-English majors' writing?
3) What are the main causes for non-English majors' poor performance in the use ofvocabulary?

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Conclusion

Language transfer has been a hot topic in SLA since 1950s, which appealed to manyresearchers and educators. They took it from different angles and made attempts todetermine its manifestations and causes. In China, language transfer was also given closeattention by many language teachers and researchers. However, most of them werecomprehensive studies on all aspects such as phonetics, semantics and pragmatics. Therewere few studies aimed at the Chinese negative transfer at vocabulary level in non-Englishmajors' writing. The detailed findings are as follows:Firstly, there is no doubt that Chinese has a negative influence on non-English majors'writing, especially at the level of vocabulary. The investigation showed that 58% ofvocabulary errors resulted from Chinese negative transfer, and among them errors inmeanings accounted for the most. It can be learned from the above statistics that thedifferences between Chinese and English thinking ways are a main cause for vocabularyerrors. Different thinking ways lead to different understanding of the connections betweenwords and referents.Secondly, it was found in the questionnaires that the students' inappropriate learningtechniques contributed to their poor performance in the use of words while writing. It has tobe admitted that Chinese negative transfer is inevitable, but its negative influence could havebe reduced if the students had taken certain appropriate measures such as looking up newwords in a English-English dictionary and increasing the target language and culture input todevelop English thinking ways.
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Reference (omitted)

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