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arch, theauthor finds that relative clause is seldom used in Students’ English writings. Among604 sentences in 58 compositions that have been collected, the number of relativeclause is only 28. Therefore, the author takes the underproduction of relative clause asnegative transfer of L1.

5.3 Suggestions for Further Research

As have been mentioned previously, in the early inter-language hypothesis period,researchers classified errors into inter-lingual errors and intra-lingual errors andfurther classified the causes of those errors into L1 interference errors andnon-interference errors. In fact, influence from native language and other factors areintertwined as errors that learners make in their SLA process are caused by manyfactors instead of only one. And this research is not meant to negate interference fromfactors besides native language although it also classifies errors into native languageinterference errors and non-interference ones. Results show that of 58 compositions,there are altogether 816 errors and 588 errors are related to native languageinterference which accounts for more than 70% of the total number. But we can notsay that those 588 errors are completely caused by influence from native language,neither can we conclude that negative transfer from native language poses the majorobstacle to senor high school students in their acquisition of English language. Instead,one thing is certain: negative transfer from native language acts as serious interferenceto Chinese students or rather students that have been discussed in this paper.Language distance between English and Chinese can be a huge obstruct to Chineselearners of English. Therefore, the author suggests that future researches on languagetransfer should focus on finding out more feasible solutions to reduce negativetransfer during the SLA process.

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