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nguage, English has been accepted and further arranged as acourse into national education by more and more countries. In China, English is taught as acompulsory course since the early age of students, enjoying almost the same status as Chineseand mathematics, so that most Chinese students have gained some foundation in English. Asfor advanced English learners, two sets of language systems interact with each other in theirminds，constantly changing, and achieve balance at a certain time under certain condition.Therefore, for such “late bilinguals”. it is necessary and significant to keep eyes ondevelopments of both Chinese and English一the frequently interacting systems in their minds.However, little attention has been paid to learners' Chinese in higher institutes of China, as isseen from the fact that in most Chinese universities. College Chinese is presented as aselective course while College English is arranged as a compulsory course. How well thestudents have learned English can be known from national CET4 and CET6 every six months,but nothing can be learned with regards to students' native Chinese since there is no such"College Chinese Test” for them. Due to the fact that Chinese higher education system anddomestic SLA research field pay little attention to learners' LI, it is difficult to answer such aquestion that after so many years of English learning，is there any change or variation takingplace in learners' LL which gives rise to distinct features in those late bilingual Chinese?

Chapter Two Literature Review

2.1 The Notion of Backward Transfer
In 1953 American linguist Ulrich Weinreich talked about the interference as "thoseinstances of deviation from the norms of either language which occur in the speech ofbilinguals as a result of their familiarity with more than one language". This fits witheverybody's common-sense belief that your first language (LI) has an effect on your secondlanguage (L2). Yet few people seem to notice that Wenreich's definition concerned deviationfrom either language. “Just like LI influencing L2, L2 influences LI, which is sometimescalled reverse or backwardfransfe’'” (Cook. 2009)The influence that the foreign languages have on the learner's LI has hardly beeninvestigated. The reason for this neglect may have been twofold. Firstly, researchers for a longtime have been interested in L2 non-advanced learners. At the beginning stages of L2 learning,the influence is mostly unidirectional— from LI to L2. Secondly, SLA research has beendominated by the research on English as L2. (Laufer, 2009) The development of English ofadvanced learners provoked researchers' interest. The state of their native language, on theother hand was less important and did not raise the same amount of attention. As a result,backward transfer in advanced English learners leaves to be the research focus of this study.

2.2 Previous Studies Abroad on L2 Influence on LI

2.2.1 L2 Influence on LI in Phonology
Up to now, several studies have pointed out that the second language phonology mayhave an effect on phonology of the LI even if L2 learning takes place post puberty(Fischer-Jorgensen, 1968; Flege, 1987a; Flege, Eefting, 1987; Major, 1992, 1993; Williams，1979, 1980). The languages being tested include Russian/English, French/Danish,French/English, and English/Portuguese. The ages of participants vary from 14 to 70本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。