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.... 52-57
    6.1 Major findings........... 52-53
    6.2 Implications ...........53-55
        6.2.1 Theoretical implications........... 54
        6.2.2 Pedagogical implications........... 54-55
    6.3 Limitations of the study........... 55-56
6.4 Suggestions for further research ...........56-57

Conclusion

Firstly，the increase of P value from 0.006 to 0.07 to 0.173 in Table 5.5 indicatesthat the effect of temporal adverbials on the use of simple past presents a decreasingtendency with the improvement of English proficiency. As we mentioned above, EFLlearners prefer to rely on lexical devices to indicate tense/aspect, therefore, the decreaseof the effect of temporal adverbials also means the decreases of the influence of LItransfer. Therefore, we can conclude that for advanced learners, the influence ofChinese way of expressing tense/aspect is lower than preliminary learners. Secondly,the increase of p value from 0.05 to 0.17 to 0.92 in Table 5.10 also implies that with theimprovement of English proficiency，the effect of Chinese aspect marker le graduallyweakens. In a word, these data indicate that with the improvement of the Englishproficiency，learners can overcome the effect of LI little by little and the impact ofChinese tense/aspect weakens by degree. However, the average items that learners inthese three groups translate correctly only less than 2 even though the advanced learnerscan produce more complex sentences and make fewer errors than preliminary learners,which indicates that they still do not master the simple past completely. Therefore, wecan make a conclusion that due to fossilization, advanced learners cannot conquernegative transfer completely, which result in their incompetency of acquiring Englishsimple past.
Secondly, other types of tense/aspect are also affected by LI transfer，such asprogressive aspect. Therefore, further research can also include studies about LItransfer on other types of tense/aspect.
Thirdly, the present research is a cross-sectional study. It is conceiving to someextent, but the developmental process is not demonstrated completely. In addition，it isclaimed that cross-sectional study is inferior to longitudinal study in investigating therelationship between LI transfer and English proficiency. Therefore, if time permitted,longitudinal study can be implemented in the future research.

References
1Bardovi-Harlig, Kathleen. (1992). The Relationship www.51lunwen.org/englishlinguistics/ of Form and Meaning: ACross-sectional Study of Tense and Aspect in the Interlanguage of Learners ofEnglish as a Second Language, AppliedPsycholinguistics 13: 253-278
2.Bardovi-Harlig, Kathleen. (1998). Narrative Structure and Lexical Aspect: ConspiringFactors in Second Language Acquisition of Tense-aspect Morphology, Studies inSecond Language Acquisition 20: 471-508.
3Bardovi-Harlig, Kathleen. (2000). Tense and Aspect in Second Language Acquisition:Form, Meaning，and Use. Oxford: Blackwell.
4Bayley, R. (1994). Interlanguage Variation and the Quantitative Paradigm: Past TenseMarking in Chinese-English.
5In E. Tarone, Susan M. Gass & Andrew D. Cohen(eds.). Research Methodology in Second Language Acquisition. Hillsdale: Erlbaum，157-181.
6Brinton, L. J. (1988). The Devel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。