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guage acquisition, in fact, itoriginally appeared in the field of learning psychology. H.Ellis(1965) gave transfer thedefinition, “a hypothesis concerning the influence of previous task A to task B” and affirmedthat this is the most significant notion in the field of applied linguistics and educationaltheories. Distinct from H.Ellis’ viewpoint, James(1980) creatively substituted “firstlanguage(L1)” and “second language(L2)” for “task A” and “task B”, which made “transfer”become “language transfer” in the field of SLA. It is the American behaviorists RobertLado(1957) that firstly introduced the term “language transfer” into the field of SLA in hiswellknown book entitled Linguistic Across Cultures, and since then, it aroused much attentionand many interests from linguists and researchers. According to Gass and Selinker(1989), intheir book Language Transfer in Language Learning, there are nearly seventeen ways todefine the term “language transfer”, which indicated the significance of the term in SLA anddifferent understandings of different researchers. In these seventeen definitions, languagetransfer and cross-linguistic influence are most frequently used. In Odlin’s work entitledlanguage transfer(1989), he defined the term language transfer in a very precise and accurateway:“Transfer is the influence resulting from the similarities and differences between thetarget language and any other language that has been previously (and perhaps imperfectly)acquired.”
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2.2 General classification of language transfer
From the above definitions of the term “language transfer”, we can easily understand it. It means that the native language or the first language of learners plays a great role in thesecond language acquisition.Sometimes, the second language learners always keep thinking with the help of themother tongue in the process of learning the second language. Therefore, the mother may bebeneficial to learners. While in some aspects, the native language makes the learners moreconfused. According to Odlin(1989), language transfer can be divided into two kinds: positivetransfer and negative transfer, which are most frequently used now.Ellis(1994) classified language transfer into facilitation, errors, avoidance and overuse.Facilitation shares the same meaning with positive transfer, which means the positive effect ofL1 to L2 learning; Errors, mostly, are considered as the result of the negative transfer;Avoidance means “avoidance of using linguistic structures which they find difficult becauseof differences between their native language and the target language.”(Ellis,1994); Overusemeans the phenomenon that Learners are prone to use linguistic and discourse features thatseem simple to them,
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3 Methodology .......... 14
3.1 Research questions and hypothesis ...... 14
3.2 Research subjects ..... 23
3.3 Instruments........ 15
3.4 Procedure .......... 15
3.4.1 Choosing topics.......... 15
3.4.2 Writing tasks in Chinese and English..... 15
3.4.2 Data collection .... 16
4 Data Analysis and Discussion ..... 18
4.1 Correlation between Chinese and English writing abilities .... 18
4.2 Comparison of lexical density....... 19
4.3 Comparison of the average sentence length ....... 24
4.4 Comparison of the number and the type of cohesive markers ....... 27
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