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84) defines LT as theactivation of a certain knowledge base, procedure, or operator in one area of language orlanguages with the effect of performing the same operation in another similar area oflanguage or languages. Gass (1987) thinks LT involves the use of NL or other languageinformation in the acquisition of a second or additional language. Lehiste (1988) believes LTis the deviation from the norms of either language that occurs in the speech of bilingual as aresult of their familiarities with more than one language. Odlin (1989) says, “Transfer is theinfluence resulting from similarities and differences between the TL and any other languagethat has been previously (and perhaps imperfectly) acquired.” The argument is built on fouraspects: (1) Transfer is not what behaviorists have claimed as a habit formation; (2) Transfercan not be substituted for interference; (3) Transfer entails an even broader domain of cross-linguistic influences in the acquisition of a second or an additional language; (4) Transfer cannot be simply regarded as a result of falling back on first language knowledge.
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2.2 Contrastive Analysis
The widely accepted definition of CA is that it is systematic comparison of specificlinguistic characteristics of two or more languages. CA developed and thrived with pedagogyduring the 1940s and 1950s.It was in 1941 that Benjamin Lee Whorf first advanced the thought of CA. Since then,many researchers started working on it. Until 1945, Charles Fries put forward that thedescription of the TL in comparison with that of the NL can do good to the preparation forteaching materials (Dulay & Burt, 1974). This announcement encouraged more research onit and such a value was first recognized and further explored in language teaching. Lado, a student of Fries, later further explored this topic. He insists that those elementswhich are similar to NL will be simple, and those elements which are different will bedifficult. His work, Linguistics across Cultures (1957), was to provide some pedagogicalmaterials for that. Weinreich (1968) firmly believes that the linguistic difference can be usedto predict learning difficulties, which produced CAH. But that doesn’t mean all the CA justlist binary predictions of the form: similarity=ease; difference=difficulty. And some linguistsoffer a more detailed version of that form by classifying the difficulties.With the mentioned discoveries and the pedagogical thrust, CA developed so rapidlythat books on contrasting the structures of two languages appeared in the 1960s.
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3. Research Design .... 13
3.1 Research Questions .... 13
3.2 Subjects..... 13
3.3 Research Instruments........ 13
3.3.1 Writing Task...... 13
3.3.2 Questionnaire.... 14
3.3.3 Interviews ......... 14
3.4 Procedures ...... 14
4. Results and Discussion ..... 17
4.1 Data of Errors........17
4.2 Data of Inter-lingual Errors.....18
 4.3 Differences in Writings of Three Grades ........20
4.4 Analysis of Questionnaire from Three Grades......32
4.5 Error Analysis .......33
5. Pedagogical Implications ........ 51
5.1 Making Contrastive Analysis on English and Chinese .....51
5.2 Cultivating Cross-cultural Awareness .......51
5.3 Fostering Cross-linguistic Awareness .......52
5.4 Thinking in English.....52
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