Foreignliteratures:

1.Literatures on “language transfer”

Freeman(1976) confirmed the influence of mother tongue on language learning. Hepointed out that there is no article category in Japanese, and Japanese studentshave no reference in the process of acquiring articles compared with learnerswho have article category in their mother tongue, so they tend to makemistakes.

Ellis(2000) listsresearches on the effects of negative transfer on different learners since1970. It has been showing the influence of mother tongue on second languagelearning.

Therefore, there isno doubt that negative transfer has impact on English writing.

2.Literatures on “second languageacquisition”

Definition: Second Language Acquisition orSLA，isthe processes by which people learn languages in addition to their native tongue(s)．Just as secondlanguage is the standard term for any language whose acquisition starts afterearly childhood，including what is chronological ly the third orsubsequent language，SLA is the acquisition of any second language．The language to belearned is often referred to as the“target language“or“L2“(and SLA is oftencalled L2A，for”L2 acquisition”)．

Gass(2008)put forward the formula “input -- interaction – output” to explain thecomplex procedures. She believes that learners should first be provided withunderstandable language input, and then use the language(interaction) . Finally,output be generated. Language learners can have good command of foreignlanguage.

S. D. Krashen(1982) proposeda famous and controversial second language acquisition which consists of fivemain hypotheses, namely the Acquisition-Learning hypothesis, the Monitorhypothesis, the Input hypothesis, the Affective Filter hypothesis, and theNatural Order hypothesis. Among Krashen''''s five hypotheses, the importance of Inputhypothesis is especially confirmed. He argues that the Input hypothesis is'perhaps the single most important concept in today''''s second languageacquisition theory' because it answers a key question in languagelearning: how to acquire languages, especially foreign languages. The meresuggestion that learners should consider 'comprehensible input'refers to understandable language material that learners hear or read, whichshould be slightly more difficult than the language knowledge they alreadypossess.

Recitation inputconforms to Krashen''''s language input principle, and in essence, it is an understandableinput approach. In addition, according to Krashen''''s Monitor hypothesis,consciously learned language knowledge can play a role in monitoring Controland editing functions to check and correct learned output.

Ellis (1995) alsopoints out that without attention, input cannot be transformed intoinhalation, and language cannot be acquired.

In Bialystok''''s (1978)theoretical model of second language learning, language knowledge of foreignlanguage learners is mainly divided into explicit language knowledge andimplicit language knowledge. Explicit language knowledge refers to all thelanguage knowledge of the target language in the learners'''' consciousnesslayer, including phonetics, grammar, vocabulary and other knowledge, whichexists in the learners'''' consciousness layer and can be clearly expressed.Implicit language knowledge refers to those internalized language knowledge,which exists in learners'''' subconscious level. Learners may not be able to expressit clearly, but they can use language fluently without thinking. This isoften referred to as language sense.

Theimplication is that the more implicit language knowledge a person has, themore proficient he will be in using the target language.

Domesticliterature:

1.Literatures on “language transfer”

Throughthe retrieval of core journals on “Negative Transfer”on CNKI, 68 related literatures are found. 51works arein the research field of foreign language and 5 works are related to Englishwriting.

Refer toZhou Qijia, “The Case Study on Negative Transfer”，negative transfer is picked out as followed: 1.Leaving out articles. 2. Logical subjects disagree. 3. Hard translation. 4.The subject is unclear. 5. Incorrect noun clauses. 6. Misuse of objectcomplement. 7. Misuse of intransitive verbs. 8. Using the wrong tense. 9. Incorrectuse of adverbs.10. Incorrect use of logical relation between modifiers andmodifiers.11. Incorrect use of participles.(Exploratory case study method )

Providedirections of the perspectives of negative transfer, but it is too targeted,not universal.

Refer to Wu Dinge, “On the NegativeTransfer of Mother Tongue in Chinese students’EnglishWriting And the strategies for reducing It”. Errors that causes by language transfercan be divided into three ways:1.negative transfer on vocabulary;2. negativetransfer on syntactic;3. negative transfer on the way of thinking.(Literatureresearch method)

Too general.

2. Literatureson “recitationinput”