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e phenomena (Gass＆Selinker, 1983); a restriction or anoutput strategy (Gass＆Selinker, 1983), etc. Corder (1981: 101-4), Kellerman＆Sharwood Smith (1986) also pointed out that, to some extent, language transfer ishard to define. Smith (1986) and Kellman (1987) even suggest using “Cross-linguisticInfluence” to replace “Language Transfer”. They argued: “...the term ‘cross-linguisticinfluence’... is theory-neutural, allowing one to subsume under one heading suchphenomena as ‘transfer’, ‘interference’, ‘avoidance’, ‘borrowing’ and L2 relatedaspects of language loss and thus permitting discussion of the similarities anddifferences between these phenomena.” (Kellerman＆Smith, 1986:1). However, theterm “transfer” has persisted, which is, to a great extent, attributed to Odlin and hisinfluential book Language Transfer published in 1989.
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2.2 Manifestations of Language Transfer
As have been mentioned before, Odlin (1989：27）gives a clear and comprehensivedefinition of transfer. Besides, he draws from the reasonable part of “cross-linguistic”,a notion put forward by Smith (1986) and Kellerman (1987), and proposes thattransfer is not only reflected by learner’s errors ( negative influence ) or negativetransfer, but also embodied in the way it facilitates learner’s learning process (positiveinfluence) or positive transfer. Researchers hold that transfer can be seen both as aproduct and a process. When transfer is treated as a process, it refers to something thatkeeps animating and changing (Faerch＆Kasper, 1986); while as a product, it can begrouped into positive transfer and negative transfer. The following of this part willgive a detailed discussion of positive transfer and negative transfer. From the definition of transfer given by Odlin (1989: 27): transfer is the influenceresulting from similarities and differences between the target language and any otherlanguage that has been previously (and perhaps imperfectly) acquired, we get thatboth similarities and differences between two languages influence the learning of L2.That is to say, the similarities of the NL and TL facilitate L2 learningprocess—positive transfer. In Odlin (1989), positive transfer has been examined bycomparing the language levels of a variety of languages. And research shows thatsimilarities between languages in terms of phonetic, semantic, syntax and culture helpthe learning of target language and reduce the time needed to fully master of it.
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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 ..... 26
4.3 Implications for the Teaching of English Writing....... 45
4.3.1 Make Full Use of Existing Knowledge to Promote P .... 45
4.3.2 Improve Teaching Effect of Vocabulary and Grammar ...... 46
4.3.3 Increase the Input of English Reading ........ 47
4.3.4 Conduct Discourse Teaching and Cultivate a Habit.... 49
Chapter Five Conclusion.... 50
5.1 Findings of Research......... 50
5.2 Limitations of Research .... 50
5.3 Suggestions for Further Research ....... 51

Chapter Four Results and Discussion

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