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l to foreign language learningand teaching. The subjects of the present study are all English majors from ZTTC，whoare supposed to be English teachers in the near future. The findings of the current studyfavor the acquisition of English relative clauses by the subjects and reveal bettermethods to teach English relative clauses，which in turn will make the subjects morequalified as English teachers. They may design suitable teaching activities and employappropriate teaching methods to find out where the students whom the subjects willteach are on the continuum of relative clause construction so as to take correspondingmeasures to deal with the difficulties as well as the errors. It will speed up the processof English relative clause acquisition by their students.

Chapter Two Literature Review

2.1 Introduction
This chapter embarks with a brief review of language transfer, followed by abrief survey of relevant theories, including Contrastive Analysis, Error Analysis, andInterlanguage Theory.Generally speaking, the theory of language transfer has been assessed in threestages: approval and application; criticism and even complete ignorance; andrediscovery and reassessment.In the 1950s，language transfer used to be regarded as the most essential factor totake into consideration in the research of second language acquisition and inapproaches to foreign language teaching. It was believed that similarities between themother tongue and target language facilitate the process of target language learning,while differences hinder it. It was also firmly believed that the learner's difficulties anderrors could be predicted through the scientific contrast of the native and targetlanguages.
In the late 1960s and the whole 1970s language transfers met with critiques andeven total ignorance on a few accounts. Firstly, the hypothesis mentioned aboveencountered serious challenges, because it had been proved questionable by thefindings of some research. Secondly, some empirical researches showed that not all theerrors committed by second language learners were due to the transfer of their nativelanguage and that not all the errors predicted through contrast of the native and targetlanguages did appear in the output of the learners' language. Therefore, someresearchers even “denied the existence of language transfer in their enthusiasm forUG-oriented explanations". (Ringbom，1987，p.l) Since the early 1980s，however,especially after the Interlanguage Hypothesis coming into being, language transferstudies have regained attention. A more balanced perspective has emerged, in whichthe role of language transfer is acknowledged so that language transfer is believed to interact with many other factors in ways not yet fully understood.

Chapter Three Theoretical Framework.......... 28-36
    3.1 Introduction........ 28
    3.2 Definition of English and Chinese Relative Clauses........28-29
    3.3 Classification of Relative Clauses ........29-32
    3.4 contrastive analysis between English and Chinese........32-35
    3.5 Summary ........35-36
Chapter Four Research Design and Methodology........ 36-42
    4.1 Introduction ........36
    4.2 Research Questions and Hypotheses........ 36-37
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