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ar3& to Dulay and Burt's study, only 3% of all learners' errors were caused by LIinterference. What's more, Ellis (1985) stated that it was difficult to distinguishinterference errors from developmental errors. Corder (1978) proposed that the errors inthe learner's interlanguage (IL) are not the result of interference of LI, but “borrowing”from LI. In other words, when encountering difficulty in expressing ideas because oflacking the necessary L2 knowledges, learners would resort to their LI to make up for theinsufficiency. It coincided with a proposal put forward by Krashen (1981), Based on suchperspectives，language transfer was perceived as a communication strategy and theprevious views on language transfer was confronted with controversy and withdrawn into aminimalist position.

Chapter Two Literature Review

This chapter reviews the definition and manifestations of language transfer，views ontransfer, theories accounting for language transfer, as well as previous studies on syntactictransfer

2.1 Definition of Language Transfer
Language transfer is one of the most important factors affecting learners' secondlanguage acquisition. As Johnson (2001: 31) stated, the origin of the term (languagetransfer) went back to behaviorism maintaining that the first or native language habitsinterfered with the acquisition of the second/ foreign language habits. The terms"interference" and "transfer" are closely associated with reference to the behaviorist viewof L2 learning. However，it is discredited by many researchers who believe thatinfluence of the learner's native language can not be adequately accounted for in terms:ofhabit formation. Transfer is neither simply a matter of interference or of falling back on thenative language, nor the influence of the learner's native language, as other previouslyacquired 'second' languages can also play thek role. This suggests that the term 'L1transfer' is not adequate. In such case, Sharwood Smith and KeHerman (1986) proposedthat a superordinate theory-neutral term i.e. cross-linguistic influence. They comment:...the term 'cross-linguistic influence，... is theory neutral, allowing one tosubsume under one heading such phenomena as ‘transfer、‘interference、‘avoidance，，‘borrowing，and L2 -related aspects of language loss and thus permitting discussion of thesimilarities and differences between these phenomena (1986: I).

Chapter 3 Experiment Design........... 34-40
    3.1 Purpose and Hypothesis......... 34-35
    3.2 Subjects......... 35
    3.3 The Investigation Research Questionnaire .........35-40
        3.3.1 Questions concerning English Learning Belief......... 35-37
        3.3.2 Questions concerning English Learning Strategy .........37-40
Chapter 4 Data Collection and Analysis.........40-46
    4.1 Data Collection .........40
    4.2 Data Analysis......... 40-46
        4.2.1 Analysis of Learning Belief......... 40-42
        4.2.2 Analysis of Learning Strategy.........42-44
        4.2.3 Analysis of Correlations .........44-46

Conclusion

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