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4.1 Types of Errors in Students’ English Writings
In those 58 compositions, there are altogether 816 errors. Among them, the numberof L1 interference errors is 588, while the number of non-interference errors is 229.The following table shows different types of errors and their frequencies: From Table1, we can see that, of all errors, the number of L1 interference errorstakes up more than 70% of the total percentage. As have been mentioned before, it ishard to draw a clear demarcation line between L2 learners’ inter-lingual errors andintra-lingual errors. But it does not affect our research in general even if there aresome interference errors that may be also influenced by other factors. As the aboveresearch shows that the majority of students’ errors is the result of L1 interference,researchers of second language acquisition should pay more attention to the influenceof L1 interference in the whole acquisition process of learners.
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Conclusion

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.
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Reference (omitted)

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