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research. And profound andtheoretical thinking on the topic of cross-linguistic influences should trace back to acontroversy among contemporary linguistics happened in the nineteenth century.Michael H. Long & Jack C. Richards in the preface to James Coady & ThomasHuckin’s Second Language Vocabulary Acquisition noted that “lexical competence is atthe heart of communicative competence, and ways of measuring the size and nature ofthe L2 lexical offer a challenge to researchers”. Transfer at lexical mainly refers to thetransfer of words or phrases within sentences. That is to say, the similarities anddissimilarities in word forms, along with similarities and dissimilarities in wordmeaning and word collocation will positively or negatively influence the secondlanguage vocabulary acquisition.
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2.2 Theoretical Review on Language Transfer

2.2.1 Contrastive Analysis Hypothesis
The theoretical term “contrastive analysis” is originally formulated by CharlesFries (1945) and developed and popularized by Robert Lado (1957). The task ofcontrastive analysis was regarded as the comparison of structures between two differentlanguages, and the mapping of views of differences; these differences are the chiefsource of difficulty for the language learner, and they can form the basis for thepreparation of language texts and tests, and for the correction of students learning alanguage (Lado, 1957). Similarly, linguist Weinreich (1953) affirmed: “the greater thediversity between two systems with numerous mutually exclusive forms and patterns ineach, the greater is the learning obstacle and the potential area of interference.”There are also three versions of contrastive analysis hypothesis (CAH), includingthe strong version, the weak version and the moderate version. The strong version of theCAH claims that main source of errors in L2 is due to transfer of L1 habits (Lado, 1957).They think it is possible to contrast the system on items as phonology, lexis, writing andgrammar for the prediction of ease or obstacles resulted by the dissimilarities betweentwo different languages. Anyhow, no scholars can definitely distinguish and make athorough extent of the similarities and differences between two linguistic systems. Thisclaim did not stand up in practice, as Briere(1968) and others illustrated, and a flawedformat of the hypothesis was proposed and expressed.
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Chapter Three Research Methodology .........17
3.1 Research Hypothesis.....17
3.2 Research Process.....17
3.2.1 A Model Experiment........ 18
3.2.2 Research Design ........ 19
3.2.3 Elicitation of the Research..... 19
3.2.4 Subjects.... 21
3.2.5 Material.... 21
3.2.6 Method..... 22
Chapter Four Experiment Data and Data Analysis......25
4.1 Data on Four Tests........25
4.2 Data Analysis and Discussion ........28
4.3 Major Findings .......37
4.4 Limitations ........38
Chapter Five Implications for Positive Transfer on College.......41
5.1 Understanding the Role of L1........41
5.2 Balance between Interlingual Similarities and Differences ........41
5.3 Attempt to Improve Learners’ Consciousness of Interlingual Similarities .......42
5.4 Information to Be Mastered ....43

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