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t of reading, especially English reading forChinese students, such as the information gap between the reader and the writer, thereading strategies that the reader masters, and the difficulty of the reading material.Problems of ESL reading is various from one people to another. According to mostresearchers, the main problems of English reading teaching among junior high schoolstudents can be summarized as follows;
Firstly, many English teachers simply translate the words, phrases, sentences andeven the whole text into Chinese in order to facilitate the students’ comprehension (DaiZhiqiang 2008:106-109). This is because some teachers believe that students shouldonly understand the meaning of the specific reading material in English reading classinstead of developing their reading skills. These teachers’ perception of English readingis old-fashioned. As the translation method occupied its position in English teachingclass for so many years, these English teachers get used to translating the meaning ofvocabulary into Chinese when they teach English reading. As a result, students developtheir habits of translating English words, phrases and sentences into Chinese in order tounderstand the reading material in their own language. The reliance on Chinese ofcourse will reduce the input of English, which is obviously detrimental to Englishlearning. Some teachers realize the importance of SL input, and they increase thereading quantity in daily teaching. However, reading materials chosen by the teacher onrandom are boring for students to read.

Chapter 2 Literature Review

2.1 Introduction of Language Transfer
2.1.1 Transfer
As an essential support factor in SLA, transfer theory began as an interdisciplinaryfield and it was difficult to pin down an exact starting date. However, the first person touse the term transfer is Whitney. He firstly used the term to refer to the influence thatthe learner's prior knowledge has on the latter knowledge learning (Odlin 1989). Then itis widely used by researchers. In psychology, transfer refers to the influence thatprevious or prior knowledge has on the learning and remembering of another thing(Wedell 1995: 76). Researchers find that transfer does not only exist in languagelearning, but also in all kinds of learning or training processes (Fang Yuanyuan 2010:63-65). From psychologists' point of view, transfer refers to the influence that thelearners' prior knowledge and strategy has on the new knowledge learning (Ji Shaofeng2006: 101-102). Both the definitions at home and abroad point out the importance of thelearner's prior knowledge. At the same time, the definition of transfer is closely relatedto the behaviorist's theories. In 1957, Lado (1957) introduced transfer in the field of SLlearning and it gradually became the focus of many researchers. Lado points out thatlearning another language is the process of adapting the new knowledge the learnerwants to leam to the language they already acquired. Odlin presents some problems ofthe definition of transfer: first, transfer is not simply a consequence of habit formation;second, transfer is not simply interference; third, transfer is not simply a falling back onthe native language; and fourth, transfer is not always native language interference.Odlin believes that transfer is the influence resulting from similarities and differencesbetween the target language and any other language that has been previousl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。