Now, more and more researchers at home and abroad are devoting themselves to study language transfer and hoping to find out methods to copy with the negative transfer of Chinese in Chinese English learners’ writing。 They have written lots of papers about it and have achieved significant results。 Importantly, some writers did research of the use of Chinese thinking in English writing because no one can get rid of the influence of his native language including thinking usage and thinking pattern while writing in a second language。

So, this thesis focus on negative transfer of Chinese thought pattern on college students’ English writing。 

1。2 Literature Review

    1。2。1 Related Studies on Negative Transfer of Chinese Culture in English Writing 文献综述

Although many researchers at home and abroad have done a lot of researches on this question and gained great achievement, most of papers focused on negative transfer at the perspective of culture。 Many researches tried to stress that some socio-cultural factors did affect the development of students' writing。 Reichelt believed that there were a number of social factors which shaped EFL writing instruction in different foreign language contexts including Germany, Poland, China, Japan and Spain (Reichelt, 2009)。 Some of these factors including students' rhetorical patterns, articulating social values in writing, personal experiences, and the partial understanding of the socio-cultural background of the targeted language were reported to affect students' EFL writing (Hinkel, 2009; Uysal, 2008; Fernsten, 2008; Lee, 2008; Al-Khatib, 2001)。 Besides, Fernsten showed that power relations and embedded ideologies could contribute to our understanding of the ESL writers' identities from a socio-cultural perspective that students' races, ethnicity, culture and economic status were reported as factors to help us understand the identity of ESL writers (Fernsten, 2008)。

Other research studies tried to particularly analyses the impact of socio-cultural factors on English writing like linguistic, textual resources, writing styles and thought content。 For example, Chen compared the writing of non-native speakers of English with native speakers and found a significant difference between the two groups in many aspects like the writing style and thought content due to cultural influences (Chen, 1994)。 

As we all know, there is a significant difference between Chinese culture and western culture。 The EFL writing program in China was profoundly affected by the national syllabus and exam system (Abdelhamid and Debra, 2016)。 Besides owing to the influence of Chinese traditional culture, Chinese students’ English writing have some problem in common。 The most remarkable problem is the lack of creativity in Chinese writing, which is caused by certain principles of Chinese culture like revering authority such as parents, teachers or any other senior persons (Li, 1996)。 Moreover, Liu believed that Chinese students' long-term training in Chinese writing skills was a cause of their negative transfer from Chinese to English (Liu, 2011)。 Similarly, Carson also remarks, 'what learners have learned about LEARNING to read and write in their L1' might 'affect how they approach literary acquisition in ESL writing classrooms' (Carson, 2001)。 When communicating in their target language that Chinese learners are lack of knowledge, they often resort to their former experience of Chinese learning of word meaning and grammatical, syntactic or discourse structure as a means of expressing themselves。