【文章內(nèi)容簡(jiǎn)介】 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。 b. to improve the ability of expressing plex ideas。 c. to contribute to memorize the past experiences。 d. to help grasp the layout of writing。 e. to promote selfexpression。 f. to increase vocabulary richness。 g. to enhance cultural understanding. Chinese三級(jí)標(biāo)題單獨(dú)一行,左頂格,四號(hào)Times New Roman字體加粗。 Language vs. English LanguageAlthough the researches on the language transfer are without number, they are mostly based on two different foreign languages (such as English and French). But, Chinese experts at home have been branching out a great amount of experiments and studies, among which most of the experts held the ideas that there must exist negative transfer from mother language (hear refers to Chinese language) to the second language (here refers to English language). However, researches on the positive transfer from Chinese language to English language are scarce.It is widely accepted that during the study of English, Chinese language will certainly exert negative influences on English learning. Ji Shaofeng, et al (2006) 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 (2006) 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 (2005) 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 (2004) 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 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 (2004) 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 (2007) thought, Chinese language could improve the study of English in the aspects of pronunciation, sentence structure, writing and reading. He Ying (2007) considered the capacity of Chinese vocabulary could help English w