ABSTRACT
The importance of studying English has grown among Chinese students as cross-cultural communication has grown in popularity. Chinese students’ English writing has many issues because of the mother tongue's influence and the difficulty of English grammar. This study initially examines the general evolution of language transfer as well as numerous basic notions widely accepted by the academic community, before listing two sample theoretical theories on language transfer, namely the Contrastive Analysis Hypothesis and the Markedness Differential Hypothesis. In light of the occurrence of language transfer in the English writing of college students, the author focuses on the negative transfer of L1 (the first language) to L2 (the second language), intending to give some reference value for foreign language instruction. The research shows that the academic directions of research in language transfer mainly focus on the results of negative transfer. Previous research has found that the primary source of Chinese students’ English writing errors is Intralingual Errors, whereas Interlingual Errors are produced by the incorrect analogy, misanalysis and so on.
