【正文】 浙江理工大學科技與藝術學院本科畢業(yè)論文浙江理工大學科技與藝術學院論文的組成部分：共10個基本部分：1）封面、2）英文摘要(Abstract)與關鍵詞(Key words)、3）中文摘要與關鍵詞、4）目錄、5）引言、6）正文、7）結(jié)語、8）文獻目錄、9）致謝、10）附錄本科畢業(yè)論文論文題目: 淺析中國學生英語學習過程中漢語對英語的正遷移 (中文題目下劃線,居中,3號宋體,加粗)English Title: On Positive ChinesetoEnglish Transfer in Chinese Students’ English Learning Process(英文題目下劃線,居中,3號Times New Roman加粗)班頁碼設置：（封面、英文摘要和中文摘要不用設置頁碼，只需單獨頁即可）(班級,學號,作者姓名,指導教師,完稿時間下劃線,居中,3號宋體加粗) 級: ___╳ ╳ ╳__ 學 號: __╳ ╳ ╳___作者姓名: _╳ ╳ ╳__指導教師: __╳ ╳ ╳_完稿時間:__年 月 日A4紙打印，兩端對齊，“摘要”兩個字居中，宋體, 三號,加粗, 單獨行。頁：2，左邊距3厘米，Abstract(Abstract居中, Times New Roman 3號加粗,單獨頁）Language空兩格，Times New Roman,小四號,。 transfer, which is the influence resulting from similarities and differences between the target language and mother tongue, has been a hot issue in the fields of Applied Linguistics and Second Language Acquisition. During more than one hundred years, scholars from home and abroad have carried out plenty of researches, which indicate that the similarities between mother language and the target language will produce positive transfer while the differences will result in negative transfer. With regard to Chinese students’ English learning, it is monly accepted that English language exerts positive influence on Chinese language while Chinese language exerts negative influence on English language. Previous studies concentrated more on the negative ChinesetoEnglish transfer, but rare is the study on positive ChinesetoEnglish transfer. This thesis, based on the analysis of the similarities and differences between Chinese language and English language, attempts to explore positive ChinesetoEnglish transfer in Chinese students’ English learning process, from the perspective of pronunciation, vocabulary and discourse. It first pares the two languages, and introduces the concept of language transfer. Then, it moves to analyze the positive influences from Chinese language on English language learning, and further discuss the factors that contribute to such transfer. Finally, it makes suggestions on how to promote the positive ChinesetoEnglish transfer, proposing that students should take into account the consolidation of the basic knowledge of Chinese to promote their English learning.Key①“key words”兩個詞,左頂格，Times New Roman, 三號，加粗。② 具體的關鍵詞,Times New Roman,小四號，關鍵詞中間以分號隔開. Words: positive transfer。 linguistic factor。 nonlinguistic factorA4紙打印，兩端對齊，“摘要”兩個字居中，宋體, 三號,加粗, 單獨行。頁：3，左邊距3厘米。摘 要語言遷移摘要內(nèi)容:宋體,小四號，.，即由母語與目的語間的共性和差別引起的影響，作為應用語言學及第二語言習得領域普遍存在的現(xiàn)象一直備受關注。多年來，國內(nèi)外學者對其展開大量研究，并歸結(jié)出了諸多觀點。本文首先通過對英漢兩種語言的對比，從語音、詞匯和語篇三方面分析英漢語言的異同點,簡述語言遷移的定義，介紹語言遷移問題的研究。就英漢兩種語言而言，研究多集中于漢語對英語的負遷移，對于漢語對英語的正遷移的研究還不多。本文舉例分析中國學生學習英語過程中發(fā)生的漢語對英語的正遷移現(xiàn)象，并討論了漢語對英語產(chǎn)生正遷移的因素以及如何促進漢語對英語的正遷移提出建議。最后得出結(jié)論:在中國學生的英語學習過程中漢語能對英語產(chǎn)生正遷移，并提出要充分利用產(chǎn)生正遷移的語言因素和非語言因素促進中國學生的英語學習。關鍵詞①“關鍵詞”三個字:左頂格，宋體,三號,加粗。② 具體的關鍵詞:宋體小四號，關鍵詞中間以分號隔開.：正遷移；語言因素；非語言因素Contents目錄的自動生成步驟：首先在正文中對各級標題根據(jù)級別設置：先選定一個標題，然后在“樣式”中選定相應級別的“標題”。在目錄頁選定位置上生成論文目錄：在“插入”中選”引用”, 點擊“索引和目錄”，再在其中選“目錄”,然后在左下角處”格式”處選擇”來自模板” ,在”顯示級別處”選擇”3”后確定即可。如果自動生成目錄中的字體、字號等跟規(guī)定不符，只要將所有目錄項目選中后作相應調(diào)整即可。 Introduction 11. Comparison between English and Chinese Language 1 Pronunciation 2 Vocabulary 2 Discourse 32. Language Transfer 3 The Definition of Language Transfer 3 Previous Researches on Language Transfer 4 General Findings 4 Chinese Language vs. English Language 53. Positive Transfer from Chinese to English Language 8 Pronunciation 8 Vocabulary 9 Discourse 114. Factors Influencing Positive Transfer from Chinese to English 13 Linguistic Factors 13 Learners’ Level of the Basic Knowledge of Chinese Language 13 Learners’ Manipulation and Application of the Similarities and Differences between the Two Languages 14 Nonlinguistic Factors 14 Learners’ Age 14 Learners’ Motivation of Learning 15 Learners’ Attitude 15 The Learning Environment and the Role of Teachers 15 The Fashion 155. How to Promote the Positive ChinesetoEnglish Transfer 16Conclusion 17Acknowledgements 2019Introduction①章節(jié)標題單獨占一行，左頂格，Times New Roman,三號，加粗.② 正文首行空兩格,兩端對 齊，Times New Roman小四號。③頁眉的設置：先在“視圖”中選“頁眉”，然后輸入“浙江理工大學本科畢業(yè)論文”,完了之后點擊“關閉”。注：字體宋體5號，居中排列。 Language transfer is the influence resulting from similarities and differences between the target language and any other language that has been previously acquired. The similarities between mother language and the target language will produce positive transfer while the differences results in negative transfer (Odlin, 1989). In the fields of Applied Linguistics and Second Language Acquisition, language transfer has been a hot issue for long. Scholars from home and abroad have delivered a great amount of topics and arguments during more than one hundred years. All those researches and arguments have made great achievements of and monumental contributions to language transfer. Take Chinese students’ study of English language as an example, what is discussed most is the positive transfer from English language to Chinese one and the negative transfer from Chinese language to English one. A majority of the scholars (Odlin, 1989。 Yu Liming, 2004) consider that the negative effects from Chinese language to English one are quite obvious in Chinese students’ English learning process, while English language can make positive effects on the study of Chinese language. However, the study on the positive transfer from Chinese language to English one is still scarce.This thesis aims to discuss the positive effects and influences from Chinese to English language in Chinese students’ English learning process through parison between English and Chinese language and example analysis on the basis of theories of language transfer and to analyze the causes according to the status quo. The thesis is to find out whether there is positive transfer from Chinese to English language in Chinese students’ English lear