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effect of one language, usually the native one,on the learning of another language, usually the target language.In the 1950s, the notion of “transfer” was associated with behaviorist theories closely.According to the behaviorists, “transfer” can be seen as a consequence of habit formation.Fries (1945) and Lado (1957) introduced the term into the area of second language learning.They suggested that learners are inclined to transfer their first language habit into his or hersecond language learning process that they were learning. The notion of transfer given bybehaviorists only focuses on the superficial thing, which can not solve problems from theinner part. Within the behaviorist framework, “transfer” only lays emphasis on the transfer ofthe behavior and structure, which can not go through into the cognitive function part oflanguage learners. In the late 1960s, with the decline of behaviorism, Fries and Lado’s viewswere confronted with the great challenges. Corder argued that if anything that can beappropriately called transfer occurs, it is from the mental structure which is the implicitknowledge of the mother tongue to the separate and independently developing knowledge ofthe target language. (Corder,1978:27-36) Errors in L2 learning are considered as theinterference of the mother tongue (or L1) in learning the target language due to differencesbetween the two. Interference as such is called negative transfer, which causes learningdifficulty, while the similarities between L1 and L2 will facilitate the learning of L2.
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2.2 Thought and Thought Patterns

2.2.1 Definition of Thought
In the Philosophy, thought is a kind of activity that analyzes and processes theinformation to the brain. The source of information is not only from the objective world butalso from human internal psychology and physiology. The driving force of thought comesfrom human mental need.Samovar and Porter (1995) assumes that thought is the process, in which conceptions,judgment and reasoning are used to reflect the objective world. And the psychologists provedthat thought can process all kinds of information which enters the human brain and what wethink can reflect the material essence and solve the problem. (Samovar and Porter,1995)Thought is a kind of function of human brain, and is the cognitive course for human tocomprehend the objective world. (Guan,1995)
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3 Contrastive Studies of Chinese and Western Thought Patterns.... 13
3.1 Contrasts of the Differences between Chinese ...... 13
3.2 Causes of Different Thought Patterns ......... 17
3.2.1 Natural Geographical Environment ....... 17
3.2.2 Economy............. 18
3.2.3 Philosophy.......... 19
3.2.4 Language ............ 20
3.3 The Differences between Chinese and Western Thought............ 20
3.3.1 Lexical Level............ 20
3.3.2 Syntactic Level......... 23
3.3.3 Discourse Level........ 26
4 Research Design.......... 30
4.1 Introduction ............. 30
4.2 Purpose of the Study ........... 30
4.3 Methodology ........... 30
4.3.1 Subjects ........ 30
4.3.2 Research Instruments ........... 31
4.3.3 Data Collection......... 31
5 Results and Discussion ........... 32
5.1 Chinese and Western Thought Patternson the Word........ 32
5.2 between Chinese and Western Thought Patternson the S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。