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putforward by James (1980) and was universally adopted by contrastive analysts.Chapter four is about results and discussion. In this chapter, all types of errors andtheir frequencies in the English writings of chosen students are shown and causes ofL1 interference errors are analyzed at different language levels in great detail.Moreover, implications on teaching of English writing are also given in this chapter.Chapter five is about conclusion. In this part, major findings, limitations of theresearch as well as suggestions for further studies are discussed.

Chapter Three Empirical Research .............................................................................. 22

3.1 Research questions:......................................................................................... 22

3.2 Subjects ........................................................................................................... 22

3.3 Data Collection ............................................................................................... 22

3.4 Data Analysis .................................................................................................. 23

Chapter Four Results and Discussion .......................................................................... 25

4.1 Types of Errors in Students’ English Writings................................................ 25

4.2 Analysis of Interference Errors in Students’ English Writings ....................... 26

4.2.1 Morphologic Interference ..................................................................... 26

4.2.2 Lexical Interference .............................................................................. 32

Chapter Five Conclusion

5.1 Findings of Research

This paper gives a detailed analysis of L1 interference errors in Englishcompositions of senior high school students by applying related theories of languagetransfer. Furthermore, implications on teaching of English writing are also given.Discussions of students’ interference errors at different language levels(morphological interference, lexical interference, syntactic interference, discourseinterference) show that differences between English and Chinese languages pose hugeobstacles to Chinese learners in their second language acquisition process. The datacollected is 58 English compositions from the same class which is chosen randomlyand the data collection process involves subjects finishing the compositionsimultaneously at a certain given time. This makes the findings of this researchrepresentative and scientific.

5.2 Limitations of Research

In applying Error Analysis theory during this research, the author also notices itslimitations. Therefore, she also analyzes interference errors at discourse level besidesother “pure” language levels such as morphological, lexical, and syntactic levelswhich gives a comparatively comprehensive discussion of negative transfer of L1.As have been discussed before, another limitation of Error Analysis theory is that itcan not trace the influence from native language when avoidance occurs. Avoidancehappens when L2 learners realize that the different language structures between nativelanguage and target language may result in learning difficulties. In this rese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。