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e also devoted themselves into the study of language transfer, trying to find outhow our native Chinese affects SLA, to what extent and at what levels the transferoccurs. The researchers have showed their preference to the writing skill, becausethere are fewer difficulties to conduct case study, collect and analyze the data. LiaoFei(1998) analyzes the mother tongue transfer in SLA. GuoWei&Han Xiaohui(2002)introduce and comment language transfer studies abroad. Wen Qiufang and WangWenyu (2002) did a parade of case studies on how Chinese proficiency influences L2learners’ writing. Inspired by their researches, a lot of MA graduates conduct theirthesis concerning the research of the relationship between L1 transfer and L2 writing.

1.2 Definitions of Language Transfer
Originally, transfer is not a terminology in SLA, but a term borrowed frompsychology. It is closely associated with behaviorist theories of L2 learning, whichrefers to the effect of known knowledge or skill on the acquisition of the newknowledge or skill (Lu, 2002). In SLA, language transfer is a hot topic both at homeand abroad. Since researchers observe this language phenomenon from differentaspects, there is no definition come to agreement thus far.H. Ellis (1965) proposes transfer as “the hypothesis that the study of task Ainfluences the study of task B”. According to James (1980), the definition of languagetransfer is to replace the task A to L1 and task B to L2 from Ellis’ definition.Krashen (1983) claims “Transfer…can still be regarded as padding, or the resultof falling back on old knowledge, the L1 rule, when new knowledge… is lacking. Itscause may simply be having to talk before “ready”, before the necessary rule has been acquired”.

Chapter Two Research Design

2.1 Research Questions
This present study aims to explore the influence of language transfer on VCSs’spoken English in China and offer pedagogical implications for VCSs and relevantteachers. With this aim, the author conducts the study in form of oral test,questionnaires and interview, intending to answer the following questions:1) How does the language transfer influence VCSs in the process of speakingEnglish?2) Which errors are the most prominent when VCSs speak English?3) What measures can students and teachers take to reduce the negative transferand make full use of positive transfer to improve the VCSs’ ability to speak English?

2.2 Subjects
The subjects under study were about 110 VCSs from 3 different classes inShanghai SIPO Polytechnics. According to Lott (1983), for the analysis purpose, onemight select the work of average students for analysis, for that may represent theaverage level. The subjects, among which 50 major in business, 30 in arts and 30 inengineering, were selected randomly to guarantee the reliability of the study. Sincetheir majors are very popular in vocational schools recently, these students couldrepresent the average VCSs. The subjects are all freshmen with the age ranging from18 to 20, but have learned English as the foreign language for more than six years.Therefore, they should have acquired certain English communication knowledge tosupport the smooth process of the study.

Chapter Three Data Analysis and Discussion ............31-42
    3.1 Substance Error and Phonological Transfer.......... 31-32
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