【正文】 from Chinese to English language could appear in all the three aspects. Ji Shaoli (2007) thought that teaching English language without Chinese language as an assistant tool is bound to affect the quality of teaching. But by using Chinese language to explain and translate the plex English concepts, students could enable themselves to understand and prehend the new concepts and reach to the learning purpose faster and more effectively.3. Positive一級(jí)標(biāo)題單獨(dú)一行,左頂格,三號(hào)字體Times New Roman加粗。 e. to promote selfexpression。 FindingsAmerican linguist Lado brought forward a basic theory which is named Contrastive Analysis Hypothesis (CAH) in his book Linguistics Across Cultures: Applied Linguistics for Language Teacher in 1957. He advanced that language learners often attempt to transfer the features of their mother language to the second language. When the structures of the two languages are similar, learners can get positive transfer or facilitation. When the two languages are different in structures, negative transfer or interference occurs and results in errors. He also advanced that either the input or output skill of second language learners would be influenced by the forms and meanings of the first language (mother language) at linguistic level. He considered language as a habit, for which he thought the learner’s habit formed in the first language acquisition could very easily be transferred into the second language acquisition, that is, the knowledge of the first language or mother tongue influenced that of second language. The core of Lado’s theory was to pare the similarities and differences of the first and the second language, according to which he thought: how difficult learners might feel during the language acquisition depends on how similar or different the two languages are — the similarities between mother language and target language would definitely improve the acquisition of the target language while differences might make it even harder.Odlin (1989) pointed out that only by doing researches on and paring learners of different mother tongue, can researchers observe the effects or functions of the first language.For the positive influences exerted on the second language by mother language, Sandra (1997) advanced that mother language could effectively promote the study of the second language. The bigger the vocabulary of the mother language was, the better the learners could achieve in binding the new words of second language with the existing words of the mother language, so as to be easier for them to contextualize and grasp the new words.Lay (1988) carried out series of disquisition and analysis, and he discovered that the English positions of those students who used the thinking pattern of their mother language more frequently were better than that of those who used less. Lay (1988) thought that, the writing ability of the mothertongue can e about positive transfer to the writing of second language in seven aspects: a. to help find topics and points。 TransferSince the phenomena of language transfer exist widely in the fields of Applied Linguistics and Second Language Acquisition, the researches on language transfer are in the spotlight for quite a long time.,左頂格,小三號(hào)Times New Roman字體加粗。 PronunciationEnglish and Chinese are two different languages: English belongs to IndoEuropean Language while Chinese belongs to SinoTibetan Languages. Chinese language has nineteen monophthongs and diphthongs, twentyone consonants while English has twenty monophthongs and diphthongs, twentyeight consonants. Therefore in spite of those same monophthongs, diphthongs and consonants, there are still some English pronunciations which can not be found in Chinese language, such as [∫] and [t∫].,左頂格,小三號(hào)Times New Roman字體加粗。注：字體宋體5號(hào)，居中排列。在目錄頁選定位置上生成論文目錄：在“插入”中選”引用”, 點(diǎn)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(jí)別處”選擇”3”后確定即可。本文舉例分析中國學(xué)生學(xué)習(xí)英語過程中發(fā)生的漢語對(duì)英語的正遷移現(xiàn)象，并討論了漢語對(duì)英語產(chǎn)生正遷移的因素以及如何促進(jìn)漢語對(duì)英語的正遷移提出建議。摘 要語言遷移摘要內(nèi)容:宋體,小四號(hào)，.，即由母語與目的語間的共性和差別引起的影響，作為應(yīng)用語言學(xué)及第二語言習(xí)得領(lǐng)域普遍存在的現(xiàn)象一直備受關(guān)注。② 具體的關(guān)鍵詞,Times New Roman,小四號(hào)，關(guān)鍵詞中間以分號(hào)隔開. Words: positive transfer。浙江理工大學(xué)科技與藝術(shù)學(xué)院本科畢業(yè)論文浙江理工大學(xué)科技與藝術(shù)學(xué)院論文的組成部分：共10個(gè)基本部分：1）封面、2）英文摘要(Abstract)與關(guān)鍵詞(Key words)、3）中文摘要與關(guān)鍵詞、4）目錄、5）引言、6）正文、7）結(jié)語、8）文獻(xiàn)目錄、9）致謝、10）附錄本科畢業(yè)論文論文題目: 淺析中國學(xué)生英語學(xué)習(xí)過程中漢語對(duì)英語的正遷移 (中文題目下劃線,居中,3號(hào)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(hào)Times New Roman加粗)班頁碼設(shè)置：（封面、英文摘要和中文摘要不用設(shè)置頁碼，只需單獨(dú)頁即可）(班級(jí),學(xué)號(hào),作者姓名,指導(dǎo)教師,完稿時(shí)間下劃線,居中,3號(hào)宋體加粗) 級(jí): ___╳ ╳ ╳__ 學(xué) 號(hào): __╳ ╳ ╳___作者姓名: _╳ ╳ ╳__指導(dǎo)教師: __╳ ╳ ╳_完稿時(shí)間:__年 月 日A4紙打印，兩端對(duì)齊，“摘要”兩個(gè)字居中，宋體, 三號(hào),加粗, 單獨(dú)行。 linguistic factor。多年來，國內(nèi)外學(xué)者對(duì)其展開大量研究，并歸結(jié)出了諸多觀點(diǎn)。最后得出結(jié)論:在中國學(xué)生的英語學(xué)習(xí)過程中漢語能對(duì)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(jìn)中國學(xué)生的英語學(xué)習(xí)。如果自動(dòng)生成目錄中的字體、字號(hào)等跟規(guī)定不符，只要將所有目錄項(xiàng)目選中后作相應(yīng)調(diào)整即可。 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。 VocabularyIn terms of vocabulary (Mao Guo’an, 2005), there are both similarities and differences between Chinese and English language. Firstly, both of English and Chinese wordbinding