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rizon in the field of linguistics andpedagogy. In general, an efficient contrastive study can not only improve the foreignlanguage learners’ ability in the target language but also contribute to obtaining a newinsight of their native language from a novel perspective.At present, domestic scholars centralize CA in the field of translation, especiallyfor college English teaching. Nevertheless, CA theory in senior school English writingteaching is involved relatively less. In this research, CA teaching method is putforward to reduce the appearance of Chinglish, which can also enhance students’writing interest and performance. In addition, questionnaire, tests and interview areemployed in this thesis. It is hoped that the research can enrich CA theory employedin English writing and offer some flexible thoughts to pedagogy.
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Chapter Two Literature Review

This chapter is the literature review of this thesis. Some significant theories, suchas writing, language transfer and contrastive analysis will be shown in this chapter.The introduction of each part is presented respectively. Meanwhile, the internationaland domestic application of CA to English writing and a summary are provided in thispart.

2.1 Writing and writing approaches

As is known to us, there are four language skills in English communication,listening, speaking, reading and writing. Among these components, listening andreading are understanding skills and speaking and writing are expressing skills.Writing plays an important role in English teaching in senior high school. Theimprovement of one’s writing ability can contribute to his or her overall Englishperformance. Thus the author introduces the definitions of writing and the majorEnglish writing approaches in this section.Writing is a way to record information and deliver messages, which is full ofwriter’s emotion and views. A good piece of writing should be semantically coherentand decent (Xiao, 2007).Swain (1956) believed that writing could testify a language user’s grammar andvocabulary, promote language learning, and ultimately improve their linguisticperformance. If language users were actively engaged in the process of writing,writing could facilitate the internalization of language knowledge and improve theirlanguage ability.Shu (2005) stated that in the process of writing, a writer should not only focus onthe expression of his or her own ideas, but also take the readers into consideration.Writing could reflect a writer’s knowledge level, thinking mode and culturalaccomplishment.

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2.2 Language transfer
Language transfer has been the vital issue in applied linguistics, second languageacquisition and language teaching for a long time. In this section, the definition andclassification of transfer are introduced in detail.Although the use of the term “transfer” can trace to over a century ago, it is notuntil in the 1950s that the term became popular among linguists. Language transfer isknown as cross-linguistic influence, which is one of the significant factors influencingthe second language learning (Odlin, 2001). It is first used in the field of LearningPsychology. Transfer is defined as a hypothesis concerning the influence of theprevious task to the target task (Ellis, 1994). Therefore, it can be seen that transferplays an important role in learning a new language. With the development of theresearc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。