3。2。3。2 The Distribution of Syntactic Errors 11

4。 Suggestions of English Composition Teaching 13

4。1 Enhancing the awareness of syntactic structures 14

4。2 Applying Contrastive Teaching Method 14

4。3 Increasing the Target Language Input through English Teaching 14

4。4 Strengthening All-round Abilities of Listening, Speaking, Reading and Writing 15

4。5 Developing Students’ Habit of Thinking in English 15

4。6 Feasible Measures In or After Class 15

5。 Conclusion 16

References 17

Appendix 18

1。 Introduction 来自优Y尔L论W文Q网wWw.YouERw.com 加QQ7520~18766

Writing is one of the major language skills in English learning, which will reflect English learners’ overall ability of using the language。 As the most complex and integrated part in English learning, writing is surely difficult for middle school students。 Although Chinese students have learnt English for several years, it’s not easy for most of them to write a good English article。 There are many factors resulting in their inability to write well, such as students’ lack of vocabulary, having a poor knowledge of grammar and writing strategies, language transfer, and so on。 It’s common that middle school students make mistakes in English writing。 However, middle school teachers pay little attention to students’ writing ability in this field。

According to the previous researches, the negative transfer of native language is one of the causes。 It will influence middle school students’ writing in many aspects such as syntax, grammar, morphology and so on。 Since the 20th century, the influence of native language upon learning a foreign language has been a hot issue among many linguists and English teachers。

In 1927, Charles Fries put forward contrastive analysis hypothesis theory and designed the method of comparison language teaching。 In 1957, Lado, an American linguist, raised that second language learners unconsciously transferred native language, culture, words’ meanings, and the word order to the target language。 Researchers in the field of second language acquisition were deeply impressed by him。

According to cognitive psychology, Corder (1967) elaborated the characteristics, significance and different types of errors and came up with error analysis theory。 He believes that it’s partial to understand errors only according to the standards of the target language。 Inter-language theory asserted that an inter-language is a transitional language system between a native language and a target language developed by a second language learner, which is approximating to the target language。 Some second language learners summarize rules of the target language learning incorrectly, thus an inter-language gradually comes into being and some language items, grammar rules and systematic knowledge tend to be rooted in the second language learners’ minds。

However, most of the researches in this field are about university students instead of middle school students。 In fact, writing teaching is a long-term process, and the beginning is especially important。 So it’s very important to conduct more researches on middle school students’ English writing。 What’s more, according to the current status, middle school students are good at remembering words, but they have problems in writing authentic sentences。 But researches about negative transfer of native language haven’t paid enough attention to the syntactic structure。 Therefore, this paper attempts to research the negative transfer of native language in the syntactic structure。