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R 5 CONCLUSION.......... 51
5.1 Major Findings.......... 51
5.2 Pedagogical Implications.......... 52
5.3 Limitations of the Study .......... 53
5.4 Recommendations for Future Research.......... 54

CHAPTER 4 STATISTICAL ANALYSIS ANDDISCUSSION

4.1 Elicitation Procedures
On the one hand, CLI effects can be either system-wide or item-specific (Jarvis2003). System-wide effects include cases where an entire lexical, morphological,phonological, or syntactic class in a person's use of one language is affected by thecorresponding system from another language that she knows. A relevant example isthe tendency of Russian-speaking learners of English to exhibit a general reliance onthe Russian aspectual system when using tense markers in English (Wenzell, 1989).Item-specific CLI effects，in turn, occur only with specific items. For example，Finnish-speaking learners of English~even highly advanced learners~are oftenheard producing constructions such as aweather (It's a nice weather today), in whichthe indefinite article is used erroneously with an uncountable noun (Jarvi & Pavlenko2000).According to Hert W. Selinger Elana Shohany (1994: 207) that it should be notedthat different types of data analysis could have been applied to each set of data. Forexample, had there been no theory or previous rcsearch that had already classified thetypes of language transfer errors which learners make，then classifications of errorswould have had to be derived from the data themselves. In the same manner, ifcategories of types of language transfer errors made by learners had been identified insome other research, then these categories could have been applied to my data.
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Conclusion

In line with statistical analysis, we got the point that both the native language andthe third foreign language could exert their influence on second language acquisition.To be precise, the acquired third language (Japanese) has cross-linguistic influence onthe production of second language (English). Its influence are categorized generallyinto three parts: phonetical, lexical and syntactical transfer. From the statisticalanalysis on each type of errors, findings come into being as follows: 1) Phoneticaland lexical transfer show its influence in many aspects and much easier to beidentified than syntactical transfer for the author. 2) Of all the transfers in research，syntactical transfer，however, is considered to be the most influential one both fromperspectives of the objective data and subjective opinion of test-takers. 3) Alltransfer in this research can be roughly categorized into Phonetic，Lexical andSyntactical transfer. Now the author can test hypotheses proposed in this researchand answer questions in sequence. Answer to hypothesis one: the reverse transfertransfer from Japanese to English does exists. Answer to hypothesis two: influenceanalyzed in this thesis can be roughly explained in phonetical, lexical and syntacticaltransfer. Answer to hypothesis three: compared with lexical and phonetical part,syntactical transfer has a greater influence on second language (English) acquisition.
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Reference (omitted)

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