【正文】 certainly exert negative influences on English learning. Ji Shaofeng, et al (2020) whose researches focused on the pronunciation pointed out that the differences between Chinese and English language would produce difficulty or inhibition which might then baffle the process of English learning. Si Qin, et al (2020) indicated that, in terms of vocabulary, the connotation of Chinese is quite different from that of English, but Chinese students might easily confound them and put the connotation into each other without assuring whether it is correct or not. That would definitely influence their study of English and slower their process. In the process of collision of English and Chinese, English has made positive effects on Chinese. Luo Weixing (2020) thought, in terms of vocabulary, English (especially English loan words) gives a strong impact on Chinese. He pointed out that many experts worried that Chinese language might be Europeanized, but actually it hasn’t. By drinking in those loan words and made them hers, Chinese language has expanded its vocabulary and enriched its power of expression. Yu Liming (2020) agreed that Chinese could exert negative influence on English study, but meanwhile he particularly emphasized the positive influences from Chinese language to English language. He advanced that in the treatment of the question of mother tongue, it is necessary not only to fully understand the negative impact caused by the differences between mother tongue and the target language, but also to see the positive effects caused by the similarities between the two languages. He also proved that Chinese language could act as a stimulus to English learning through the researches on how the similarities between Chinese and English language could push Chinese students’ study of the usage of English motion verbs. Wen Qiufang, et al (1998) advanced that, the influences exerted by Chinese on English were not merely on the results of language output, but also on the intermediary role in the process of output. They carried out researches on the process of Chinese students’ English position by means of sound thinking, and they found 浙江理工大學(xué) 科技與藝術(shù)學(xué)院 本科畢業(yè)論文 7 that the thinking of Chinese writing would play a catalytic role during the study of English in terms of logic, the judgment of vocabulary and the arrangement of sentences. Wang Lifei, et al (2020) used linear structural equation modeling software to describe the road map which showed how mother tongue influenced the second language, and found that the variables of Chinese language proficiency influenced learners’ English writing skills through direct or indirect path. And in that road map, the Chinese capacity of writing, vocabulary and discourse were the three variables which exerted influences on English writing most significantly. That also confirmed Wang Wenyu’s discovery (1999) — the positive role of the mother tongue has multifaceted characters, mainly for understanding the writing prompt, extracting and prehending concept and rhetorical information, inducting and expressing the structure and vocabulary of the second language in the second language writing. Other scholars also advanced their opinions on the positive transfer from Chinese to English. Zuo Lifang (2020) thought, Chinese language could improve the study of English in the aspects of pronunciation, sentence structure, writing and reading. He Ying (2020) considered the capacity of Chinese vocabulary could help English writing, that is, those students whose level of Chinese vocabulary was higher would have certain advantages。 c. to contribute to memorize the past experiences。 Yu Liming, 2020) 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 learning process. 1. Comparison between English and Chinese Language English language and Chinese language as two branches of language are out of question having some similarities. However, because they belong to two different language systems, their On Positive ChinesetoEnglish Transfer in Chinese Students’ English Learning Process 2 users’ different cultural conventions and political beliefs make them differ from each other. All those similarities and differences to some extent make impacts on the language transfer between English and Chinese. This thesis is going to pare English and Chinese language from the perspective of pronunciation, vocabulary and discourse. Pronunciation English and Chinese are two different languages: English belongs to IndoEuropean Language while Chinese belongs to SinoTibetan Languages. Chinese language has nieen 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∫]. Vocabulary In terms of vocabulary (Mao Guo’an, 2020), there are both similarities and differences between Chinese and English language. Firstly, both of English and Chinese wordbinding have many great similarities, such as pounding, aff