【网学提醒】：本文主要为网上学习者提供英汉句法迁移与中学英语作文教学，希望对需要英汉句法迁移与中学英语作文教学网友有所帮助，学习一下吧!
说明：摘要：语言是用来表达意思、交流思想的工具，而表达与交流能力的高下又在写作水平上体现出来。因此，可以说，如果英语学习者能准确、生动甚至创造性地用英语表达自己的思想感情，从某种意义上说，他们便在英语学习上取得了成功。
在外语学习的“听、说、读、写”四种语言基本技能中，“写”是相对较难的一个环节，而中学生在英语作文过程中由于受汉语影响，从用词到结构上,汉式英语（Chinglish）比比皆是。这是令广大英语教师最棘手的问题之一。
所以本文就以高中英语写作教学为切入点，收集、归纳学生作文中的典型错误，回顾语言迁移理论和对比语言学理论，探究该领域最新发展状况，并以此为理论根据对高中英语写作中的错误进行分析、研究，进而结合自己的教学实践，提出一种切实可行的英文写作训练方法，即：利用英汉句法对比进行英语写作的教学方法。
本文分五部分：第一部分，回顾了国内、国外关于语言迁移理论和对比分析理论的研究成果，为第二、第三部分所涉及问题的解决提供坚实的理论基础。第二部分是对《2005年普通高等学校招生统一考试大纲》中有关“书面表达（作文）”部分进行了分析，以及通过对学生作文实例中的错误的归纳，达到高中英语作文错误的总体把握的目的。第三部分，追本溯源，对当前高中英语作文教与学的问卷。被试者是来自五个省区的全日制普通高中的学生。通过这份问卷，笔者收集了大量有关数据，并进行分析综合得出结论：高中英语写作教学的结症——缺乏一种切实有效的教学方法。所以第四部分提出一种：“英汉句法对比英语写作教学法”。
最后，在第五部分提出了该成果没能解决的有关问题的进一步研究建议。
关键词：作文；正迁移；负迁移；对比分析
Abstract ：It is acknowledged that language is used to communicate, and writing calls for more communicative competence than other forms. So if EFL learners can express themselves properly, effectively or even wonderfully in English, they are successful learners in a sense.
Composition is a most difficult task and painstaking work of the four basic skills in a language learning—listening, speaking, reading and writing (composition). And the school students’ English compositions influenced by Chinese language is a knotty problem. This thesis, therefore, focuses on English composition teaching in senior high school. To deal with errors and failures in such compositions, the author employed the latest theories in transfer and contrastive linguistics, collected and analyzed errors in school students’ compositions and developed an English-Chinese syntax contrast way of English composition teaching.
This thesis consists of six parts.
Part One reviews the related studies of transfer and contrastive analysis in order to lay a solid theoretical foundation for the solutions to the problems revealed in Part Two and Part Three. In Part Two a brief presentation is given on the current state of composition teaching in senior high schools. In Part Three a questionnaire about the present situation of composition teaching and writing is completed and analyzed. The examinees are from different senior high schools of five provinces. The findings through the analysis of the questionnaire are the main existing problems in senior high school composition teaching—lacking an effective composition teaching approach. Thus Part Four is to give a recommended solution—English-Chinese Syntax Contrast Composition Teaching, and in Part Six further correlative research is suggested.
Key words: Composition; Positive Transfer; Negative Transfer; Contrastive Analysis
Introduction
Language transfer has been a central issue in applied linguistics, second language acquisition, and language teaching for at least a century. Within the last few decades, however, its importance in second language learning has been reassessed several times (Long & Richards, 2001).
Pan Wenguo (2001) gave an outline of Chinese-English contrastive analysis (C.A.) research in the passed one hundred years, in which he dealt with its origin and development. He laid special emphasis on the stage after May, 1977, when Lv Shuxiang gave the lecture “Grammar Research through Contrastive Analysis” in Beijing Languages Institute. Quoting Wang Li’s words Pan expressed the importance and necessity of C.A. “All linguistic theories, in nature, is the contrast between languages (2001). ”
A number of studies have been conducted into the transfer and C. A. exploring the relationships between L1 and L2 (Odlin, 2004; Yu Liming, 2004; Liu Miqing, 1992), and some make use of the theory in college English composition teaching (Wang Lifei et al., 2004; Guo Chunjie, 1997). However, little research has been done into school English composition through syntax contrastive analysis between L1 and L2. This study attempts to investigate the positive and negative transfer from Chinese to English, through errors in school students’ writing and find an appropriate way to promote positive transfer and decrease negative transfer. Thereafter, writing will be a less difficult task for Chinese school students.
目录：Abstract …………………………………………………………………………… i
中文摘要 …………………………………………………………………………… ii
Contents …………………………………………………………………………. iii
Introductions…………………………………………………………………..…….. 1
Part I Literature Review ……………………………………………………… 2
1.1 Definition of Language Transfer …………………………………………… 2
1.2 The Origin of Transfer………………………………………………………..2
1.3 Overseas Research and Findings……………………………………………..3
1.4 Domestic Research and Findings…………………………………………….4
Part II Present Situation of School Students’ Writing …………………………7
2.1 Writing VS Composition……………………………………………………..7
2.2 Writing Requirement in Syllabus of NMET …………………………………7
2.3 Error Analysis in Students’ Writing ………………………………………….8
2.3.1 The Concept of Error …………………………………………………8
2.3.2 Error Analysis……………………………………………………….9
Part III Survey on School Composition Teaching & Learning……………….12
3.1 The Subjects………………………………………………………………12
3.2 Questionnaire Designing and Data Collecting……………………………12
3.3 Data Analysis and Findings…………………………………………………13
3.3.1 Outline of Composition Teaching…………………………………13
3.3.2 The Teaching Approach Analysis…………………………………14
3.3.3 Students’ View of Writing…………………………………………15
3.3.4 Findings ……………………………………………………………..16
Part IV Ways to Solve the Problems……………………………………………17
4.1 English-Chinese Syntax Contrast Composition Teaching…………………17
4.2 Approaches Towards Positive and Negative Transfer……………………17
4.2.1 The Contrast and Transfer of SOV between English and Chinese….17
4.2.2 Chinese Run-on Sentences VS Single, Compound or Complex Sentences………………………………………………………….18
4.2.3 Subject-verb Agreement in English…………………………………19
4.2.4 The Position of Adverbial and Attributive in English and Chinese…20
Part V Conclusion ……………………………………………………………….24
References…….……………………………………………………………………25
Appendix A …………………………………………………………………………28
Appendix B………………………………………………………………………….30
Acknowledgement …………………………………………………………….……32
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作者点评：In this thesis, we have argued that errors or failures in school students’ composition mainly result from negative transfer from Chinese, especially Chinese structures.
With the theoretical foundation and the evidence of composition teaching, the author has tried to develop and recommend the appropriate approaches in composition teaching. It can be concluded that school English composition can be taught effectively through syntax contrast between the two languages. Through contrast, differences and similarities are identified and through promoting positive transfer of similar structures and lessening or avoiding negative transfer of different structures a workable and practical methodology of English composition teaching has come into being. It is hoped that this research will help school teachers and students ease the difficulty of English writing in senior high school.
The author also made a criterion in one of his classes to see if the solutions are effective. The result shows students in the experimental class made greater progress than the students in the controlled class. In detail, the learners trained in the Syntax Contrast way developed a better English sentence structure conception and caused a decrease in producing errors.
Since the study of transfer and contrastive analysis has more influence on students’ sense and practice in writing, further research on correlation between transfer and writing is necessary and urgent. Far more research can be carried out to contrast coherence and cohesion ways between English and Chinese and their correlation with school composition teaching.
