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1. Introduction

1.1 Background of the Study
Raimes (1983) insists that to develop English learners’ writing skills is very significantbecause writing helps them to learn. Although most students have learned English for somany years, they still fail to write an excellent English essay.Since the 1950s, LT has been one of the topics which drew much attention in theresearch of SLA. A number of researchers majoring in behaviorist psychology, cognitivepsychology, CA and EA have thrown themselves into it. LT is found partly responsible forerrors in cross-linguistic and cross-cultural communication (Lado 1957). LT is partiallyresponsible for SL learners’ errors (Richard 1974). LT is an apparent factor of errors (Corder1981).The interference of learners’ NL on SL writing has been investigated at both result andprocess levels. Studies of compositions written by SL learners focused mainly on contrastiverhetoric by analyzing the transfer of NL rhetorical patterns into SL writing (Kaplan 1966). Notuntil the early 1970s did the researchers’ attention begin to shift from the analysis of writingresults to that of writing process. According to Krapels (1991), researchers’ studies supportedthe opinion that the process of SL writing is largely the same as that of the NL writing. Untilthe 1990s, qualitative research turned up for linguists came to realize that some error differences in writing between one’s NL and SL tend to be qualitative, but not quantitative.Currently in China, the following three aspects have been involved in the research of LT:errors resulted from Chinese influence in English writing, the interference of Chinese onEnglish writing process and improvement of teaching methods. More investigations are beingconducted to study the influence of Chinese on English writing, to make more contributionsto English writing teaching and learning in China.
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1.2 Purpose of the Study
Odlin(2001) thinks that LT is increasingly understood as a complex mental processwhen scholars have carried out researches to explore it. This thesis analyzes transfer errors inEnglish writing of TCSL students, to find effective approaches to minimize the inference ofnegative transfer of Chinese, and improve English their writing. With the knowledge of LT,and related theories such as CA and EA, the study tries to deduce some useful pedagogicalimplications based on transfer errors in the TCSL students’ compositions.
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2. Literature Review

2.1 Language Transfer
SL learners incline to adopt the learning ways and knowledge of their NL into thewhole process of SL learning, which is known as language transfer. It can be further dividedinto the positive transfer that refers to the facilitative role of NL and the negative transfer thatrefers to the hindering effect. Firstly, behaviorists give a definition that LT is the interference of NL on forming newhabits of the TL. Later, some great linguists give their understandings of LT.Selinker (1969) considers LT to be one of the five central processes underlying ILperformance which results in the fossilization of items, rules, and subsystems from NL.Sharwood Smith (1983) thinks LT refers to the influence of the mother tongue/first languageon the learner’s performance in development of a given TL. Dechert (19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。