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It has been proved that language transfer is significant to the second languagelearning. Ellis states that language transfer is generally studied together with errors madeby learners[6]. Therefore, for the present study, it is necessary to review language transferand the theory of Error Analysis. According to Odlin, language transfer, which has conduced to the formation ofinterlanguage, is also referred to as cross-lingual influence. Odlin has summarizedresearches about language transfer in ten years and defines language transfer as “theinfluence caused by the differences and similarities between the target language and anylanguage which has been acquired (or partially acquired).”[7]Although a great deal of researchers have been devoted to the definition of languagetransfer for a long time, the definition offered by Odlin has been broadly accepted andadopted by linguists. Selinker’s research about the role of L1 in second language learning considerslanguage transfer as a cognitive process in L2 (the second language) learning. Hedistinguishes language transfer as negative transfer and positive transfer.[8]Positive transfer refers to the process in which L1 knowledge facilitates the learningof L2 because of the similarities of L1 and L2.Negative transfer refers to the process in which L1 knowledge interferes thelearning of L2 because of the differences of L1 and L2.
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2.2 Contrastive Analysis
In 1950s, behaviorists insist that the similarities between L1 and L2 can facilitatethe positive transfer of L1 while the differences between L1 and L2 may cause negativetransfer of L1, namely, the interference of L1. Lado also views that teachers who havemade a comparison between L1 and L2 can know better students’ learning problems. It isLado that expounds Contrastive Analysis systemically and applies it into practicalteaching[18].The purpose of Contrastive Analysis is to find out the sources of errors bycontrasting the similarities and differences between L1 and L2 in phonetic rules,grammatical rules and discourse structures. One way is to find the similarities betweenL1 and L2 to endow language learners with condition of positive transfer. Another way isto find the differences between the two languages to reduce or avoid the influence ofnegative transfer of L1.The fundamental gists of Contrastive Analysis are the following: (1) difficultiescaused by L1 in the process of foreign language learning need to be overcome; (2) L1interference is the main difficulty in the process of foreign language learning; (3) themethod of Contrastive Analysis can predict and explain the difficulty in foreign languagelearning; (4) teaching materials which are compiled on the basis of Contrastive Analysiscan reduce the interference of L1. Therefore, based on the theory of Contrastive Analysisteachers can reasonably arrange the program of teaching and predict and correct languagetransfer errors effectively.
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Chapter 3 Research Design ...... 13
3.1 Research Aim and Questions...... 13
3.2 Research Subjects........ 13
3.3 Research Methods and Instrument ....... 13
3.4 Variable Control...... 15
3.5 Research Procedures......... 15
Chapter 4 Results and Analysis ..... 17
4.1 Results from Writing Materials ....... 17
4.2 Results from Questionnaire ........ 18
Chapter 5 Analysis of Negative Transfer Errors..... 23
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