Sentence Structure Error 49 41 90 75%

Discourses Error 53 46 99 82。5%文献综述

     From the table we can clearly see that the first overall examination of the error rate is higher than second one, because the proposition is different, more difficult proposition leads to the problems of correctly using basic vocabulary resulting in sentence order and discourse logical problem。 Because of the difficulty of the test, the difference of statistic is large。 But this does not affect the research of negative L1 Transfer。 Using comparative analysis, sentence structure error and discourses count for more than 75% and 82。5% of the proportion of error。 This shows that the vast majority of students are prone to make mistakes in these two areas, and the negative L1 Transfer has an important impact on these two aspects。 Although the number of lexical error is small but still exists, it means that the negative L1 Transfer has more or less effect on lexical error and generally influences English writing of middle school students。 Sentence structure error and discourses error are due to lingual difference and different modes of thinking。 Because of the difference of the fixed thinking and the language system, the author’s writing logic and the distribution of the article will be disturbed。 Lexical error mainly comes from the various grammar which are different from Chinese。 A lot of grammar doesn’t exist in Chinese。 The writer may know the difference, but due to limited time to write in the exam, students tend to think about time limit and accidentally overlook some grammatical problems。 But getting to the bottom of these problems, negative L1 Transfer secretly affects。 From the whole set of data, not all students make mistakes。 That is to say, in this investigation, the middle school students are aware of the effects of the negative L1 Transfer and consciously avoid the mistakes。 Meanwhile, the data from the side reflect that the educators may have noticed the phenomenon and referred to the students some relevant considerations。 But it is not able to use the correct measures that make some students still receive the negative influence。 In short, educators need to analyze and summarize the correct strategies to perfect the negative L1 Transfer。