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the way he or shethought and viewed the world (Hu Zhuanglin, 2011).Lin Li(2007)argued that the levelproficiency of second language and the attitude which the learner hold toward hismother tongue and the target language will influence the occurrence of transfer.
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Chapter III Research Design..... 13
3.1 Research questions..........13
3.2 Subjects........... 13
3.3 Instruments......13
3.4 Procedure.........15
Chapter IV Data Analysis and Discussions.......16
4.1 Errors caused by negative transfer in students’ English writing.....16
4.2 The main causes of errors..........40
4.3 Pedagogical implications.......... 42
4.3.1 Enriching the language input........... 42
4.3.2 Thinking in the English way.... 42
4.3.3 Being positive toward Negative Transfer.........43
Chapter Ⅴ Conclusion.....44
5.1 Major findings of the research........ 44
5.2 Limitations of the research......45
5.3 Suggestions for further study.......... 45

Chapter IV Data Analysis and Discussions

In this chapter, the author will present and analyse the statistical result ofquestionnaire toward to the survey of the impact caused by the negative transfer ofmother tongue, as well as statistical result of the composition samples and interviewslisted below.

4.1 Errors caused by negative transfer in students’ English writing

In order to guarantee the reliance of the survey, the organizer stated the purposeclearly before they got the questionnaires. Next, 84 copies of questionnaires weredistributed to the subjects. They were asked to finish and collect in ten minutes inorder to ensure the reliability and validity of the data. Finally, all pieces were regardedas valid.The questionnaire is designed on the basis of abundant study and research.Questionnaire survey is designed to understand the students’ degree of depending onthe mother tongue when writing English composition. Each topic is given five options,each option has a different score: “always” (2 points), “often” (4 points), “sometimes”(6 points), “seldom” (8 points) and “never” (10 points). “Always” : completely oralmost completely suitable for my situation; “Often” : usually for me;” Sometimes”:sometimes for me; “seldom”: seldom for me; “Never”: completely or almostdoesn't suit me. The survey of 14 questions is in Appendix.From the data feedback of questionnaires, it can be concluded that the majorityof subjects have realized the impact (both positive and negative) of their mothertongue to the English composition, but students do not understand how to combat theimpact of mother tongue customary thinking.From the data of questionnaire, it can be concluded that the majority of thesubjects tend to design a composition by Chinese thinking model. Although they areaware of the negative transfer of mother tongue on learning processing, they could notget rid of it and even unconsciously depend on it. The subjects usually make a list of aframe on seeing the title, and then translate it into English word by word.Mother tongue is the bridge and medium between their input and output inEnglish writing. The result shows that the most students depend on their mothertongue when they are facing difficulties in writing unavoidably. Thus the phenomenonrequires our teachers to encourage students to design the composition in Englishthinking mode, and student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。