时间：2022-10-29 08:18:02
Abstract： Writing is a complicated thinking process. Different thinking mode will affect multiple aspects including the article organization， diction， construction， words usage etc. Different thinking modes between Chinese and English make their own different expressing habits. Based on the research above of native language transfer， this thesis aims at discussing how to improve students’ English writing ability from the native language transfer strategies.
Keyword： negative transfer， positive transfer
1. Strategies to Avoid the Negative Language Transfer of Surface Structure
The mistakes caused by the interference of native language on target language have something in common that students tend to use Chinese expressing ways directly in English， ignoring the different expressing habits of the two languages. It is greatly caused by the limited vocabulary and linguistic knowledge of students， which force them to use the thinking way and language rules of native language unconsciously， and then translate it in to target language， inevitably resulting in the mistakes in language level and expressing contradicting western thinking pattern.
1.1. To Emphasize Imitation during Language Learning Process
After perspective analyzing on the language， the Western linguists draw the conclusion that language is flexible， can not be described by still ideas， and grammar can not explain and create all language expressing. Based on this， the bilingual learners， especially the non English majors， should learn to imitate English during writing.
During the ten weeks instruction， the students in experimental were assigned to recite 5 good samples of compositions every twice week. Few of them will have the spot check in at the beginning of the classes.
1.2 To Adopt Chunk Teaching Method
Chunk teaching surpassed the boundary between traditional vocabulary and grammar， integrating vocabulary， grammar and syntax. Moon indicates that either from the angle of semantics or syntax， Chunk teaching can provide great generative power. （Moon1997：43）。 The concept of chunk is extensive， inside which an integrated semantic combination is configured. It advocates students to make composition by taking vocabulary formation and sentence pattern as a whole. Thus， when a similar structural pattern is needed， the students can recall it directly from the database of vocabulary combination in their brains， consequently avoiding making the linguistic mistakes.
1.3 To Form the Chinese-English Conversion Concept during Language Learning Process
Semantic triangle （Ogden&Richards，1923） indicates， the objects （reference） in reality will firstly respond to brain to form as ideas （thought or reference）， then output as language elements （symbo1）， this is the language expressing process.
For those non English majors who have less fundamental English knowledge， I modified the semantic triangle shown as below， to illustrate the output process of target language. The process from concept to language output is always the bilingual learners' bottle neck， in which they just can not get away from the influence of the native language. When responding for the objects （reference）， they will naturally reflect native language’s thought and concept （thought or reference／mother tongue）， then turn to the expressing methods of native language （symbol／mother tongue）.
In this case， the students should use their familiar native language to organize the concept to be expressed， identify the similar expressing method in their brains. For example， if you want to say a student is hardworking， Chinese will be “use heart”， which is typical Chingish. Apparently， you can not find the corresponding expressing in target language， so， you need to analyze “use heart” in Chinese， which has the meaning of devoting heartily， the following similar vocabulary combination can fit： be absorbed in， be committed to， devote oneself to， concentrate on， pay attention to and so on. Therefore， to form the Chinese to English conversion concept based on idea can bring the native transfer strategy a success under surface structure.
2. Strategies to Promote Positive Language Transfer from Deep Structure
During English learning， many teaching methods are of persuading students to form English thinking mode. However， it is pretty difficult for non English majors. How can they improve English writing ability even with poor fundamental English knowledge？ Actually， the writing processes of both native and foreign languages are similar， you have to use the same method to think， modify， and use strategy and style. This is the above mentioned positive native language transformation of deep structure. But there are still some differences between the two difference languages in terms of writing.
2.1 To Adopt Integrated Reading Method in Teaching
The unity of a composition is not only represented in the connection of word， sentences and paragraphs， but also in the semantics under surface and deep structures. Traditional teaching methods emphasize to analyze the surface knowledge， separating the connection between the whole and the part of the writing. College students have strong native language sense and the ability of self-learning， so we need to emphasize the deep structure of writing， to help students learn more about the deep structure of English.
2.2 To Analyze the Discourse Structure of the Target Language
Chinese and English have different discourse structures. English is Aristotelian-linear， which is linear， starting with subject sentence， then going deeper and deeper. Michael Hoe and Michael McCarthy categorized English article structure as three patterns： a. General-Specific Pattern， b. Problem-Solution Pattern， c. Matching Pattern. But Chinese is implicative and euphemistic. That’s why Chinese students tend to diverge from the subject when writing.“From the point of education， it is important to help students know different article types as early as possible and know how to categorize them， and finally being able to writing different articles as we do.” （Guy Cook） The students with higher native language proficiency will do better at linking different part in English writing. The knowledge learned during native language writing including structural strategy and markedness theory， will be transformed to second language writing. Therefore， higher native language proficiency and being familiar with English article structures can help to create deep structure which promote positive language transfer.
2.3 To Construct English Discourse Through Native Language Thinking Mode
When making discourse analysis， Andy Kirkpatrick found out that Chinese people tend to narrate reasons before making their statements during argumentation， to form the order as “because so”， This is why lots of students did poor in composition of CET-4. For non English majors， they will unconsciously use Chinese thinking into the layout of English writing. Of course， we can not totally get rid of native language thinking. The thinking patterns of human are generally similar with slight differences. Knowing these slight differences will help you use positive native language transfer to improve English writing ability.
In pre-writing stage， the students are required to write down the points in Chinese first， list them in logical sequence， and then find out the supporting details and write the outline in Chinese accordingly， translate them and write the composition in English.
3. Pedagogical Implication
For non-English majors in vocational school， tongue transfer is correlated to the writing quality of the participant. Positive transfers of their first language， Chinese， does exist in their English writings in terms of both linguistic aspect and discourse aspect.
Therefore， it is extremely necessary English teachers to take strategies training into consideration in their teaching process and try to take advantage of it. Specifically speaking， English teachers should be aware of the advantage of Chinese which is usually excluded in the present English writing process. On the basis of various teaching focus， various ways could be used to achieve a particular purpose. For instance， if the teaching focus is clear and detailed points， the translated method in this thesis is a good choice when the teachers require the students to develop their ideas in a quiet detailed way. If the teaching focus is the varieties of vocabulary and sentence patter， extractions from numerous excellent works of prominent writers can even be used， that means， through reciting those extractions， they will endeavor all their energy to generate various and colorful words and sentences and avoid to the negative language transfer of the surface construction. So during the vocabulary combination and conversion process， various vocabularies and sentences which the students know but are not capable of putting them in use will be practiced more enough and thus really can be mastered by the students. If the teaching focus is on the organization of the writing， the Chinese outline should be allowed for them to create a better organization.
It is extremely difficult and unnecessary here to display all the detailed and specific ways of English writing training. Generally speaking， teachers should keep the principle in their mind that Chinese does have positive effects in English writing and teachers should consider them seriously to take use of them in the teaching process. In this way， various ways can be created to be put in use of English writing process.
Bibliography
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