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5. Pedagogical Implications

5.1 Making Contrastive Analysis on English and Chinese
As the questionnaire in Chapter 4 reveals, TCSL students incline to turn to Chinese forhelp while writing English essays not only at lexical level, but also at syntactic and discourselevel. The profound reason is that students have trouble in distinguishing the differencesbetween the two languages.Odlin (1989) thinks that CA is the most powerful tool to predict possible interference.Lv (2003) believes that Chinese students are supposed to accumulate knowledge of theEnglish language by contrasting details in morphemes, semantics, grammar and syntaxbetween the NL and TL. Thus, it is necessary for Chinese students, especially, TCSL students,to learn some linguistic knowledge to recognize the differences, between the two languages.After that, students may not commit possible transfer errors. Besides, teachers should taketheir responsibilities to inspire their students to explore the differences and remind them of thepotential interference. Under such instruction, students are bound to develop their ability todistinguish the two languages and decrease negative influence of Chinese gradually.

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Conclusion

This thesis is planned to investigate what effects negative transfer of Chinese have onTCSL majors’ English writing; whether there are significant differences concerning thefrequency of negative transfer of Chinese in English writing of TCSL majors at the threegrades and whether there are significant differences in negative transfer of Chineserespectively in terms of substance, lexis, morphology, syntax and discourse among thesubjects. After a series of qualitative and quantitative analysis, the findings obtained are listedas follows:The tables show clearly that about 80% of errors in TCSL’s English writing are fromthe negative transfer of Chinese. 18 types of Chinese interference errors are indentified in thestudy, mainly over syntactic, lexical and morphological aspects.As to question two, there exist differences concerning the frequency of negative transferof Chinese in English writing between grade one and two; there exist great differencesbetween grade one and three; there exist little differences between grade two and three; Thatis, the more TCSL courses students take, the fewer IL errors they make.
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