4。 Problems from the Study about Negative Transfer of Chinese Thought Pattern at the Level of Paragraph Writing 10

4。1 Human-centered From优T尔K论M文L网wWw.YouERw.com 加QQ75201^8766 narration 10

4。2 Sentence cohesion in paragraph 10

4。2。1 Ambiguous subjects like using “it” ambiguously 10

4。2。2 Inter-sentence relationship: broken expression 11

4。2。3 Improper position of top sentence 11

4。2。4 Loose relationship between top sentence and evidence statement 12

5。 Strategies for Decreasing the Negative Transfer of Chinese thought pattern in College Students’ English Writing 14

5。1 Raising Students’ Awareness of the Negative Transfer of Chinese Thought Pattern 14

5。2 Increasing Comparative Analysis in English Paragraph Writing Teaching 14

5。3 Requiring Reading English Essays and Imitate Native Way to Write Paragraph Critically 14

5。4 Train Students to Construct the Connection of English sentence in paragraph with the Formal Logic Thoughts。 15

6。 Conclusion 16

References 17

1。 Introduction

1。1 Research background and significance

When learning a language, a learner need to master four skills: listening, speaking, reading and writing。 Writing is not only a way for people to present knowledge, thoughts, emotion but also to communicate with others in a different way from speaking。 Writing is a multidimensional communicative process, concerning “the generation, analysis, and synthesis of ideas; the organization of discourse; the control of sentence structure; the vocabulary, spelling, and mechanics” (Williams, 2007:12)。 So, writing is often regarded as the last one part to be required as it has more difficulty。 Li defined good writing as “the splice of multiple linguistic and non-linguistic, cultural and historical strands; of what is written in a piece and the manner in which the piece is written; of ideology and aesthetic; of society and inpiduals (Li, 1996:111)。 However, in China, even college students who have learnt English for more than 10 years still have much difficulty in writing a good paper。

Zheng indicated that plenty of English teachers underlined that the acquisition of writing skills seems to be difficult (Zheng, 1999)。 As for one’s second language learning, Nunan claimed that it was even more difficult to compose a piece of writing coherently (Nunan, 1999), because different language own different language system。 According to Reid (1993: 774), there is a dramatic difference between native students and ESL students in the needs, backgrounds, learning styles, and writing strategies (Reid, 1993: 774)。 When the structure, style, and organization (i。e。 rhetorical conventions) of English texts differ from those in other languages, writing becomes more difficult (Connor & Kaplan, 1987; Leki, 1991) and recognizing and managing the differences requires considerable effort (Abdelhamid & Debra, 2016)。 论文网

 Of course, there are many realistic factors resulting in this phenomenon such as students’ lack of vocabulary, expressions, sentence building, grammar and so on。 

But, there is a great assumption that where there are differences between native language and target language, the native language will have interfere for learners to learn target language and where they are similar, the native language will help learners to learn target language。 So, of these factors, language transfer is an important factor to influence second language learners’ writing。