【文章內容簡介】 finger?” but “How LONG is your little finger?” Evidence shows that in case of unmarked core grammar, L1 does not interfere with our learning of an L2, but offers us help to learn, to acquire L2 with ease. In fact, L1 can be beneficial in many other domains besides the existing knowledge of universal grammar rules in terms of unmarkedness. Situational context, which governs the variability and appropriate use of learner language, is a case in point. Our L1 knowledge tells us that language use varies, according to the situationtaking place. It follows that we are not likely to confuse the different styles of private and business letter writing. When we begin a letter with “Dear Sir”, we are not hesitant to continue our formal way of writing with something like “I am very pleased to have received your letter dated April 9, 2003, and I…” Educated letterwriters find it a norm to go on writing “Thank you for your recent letter inviting me to your place, and I….”following a “Dear Tom” addressing. Why is it natural for us to accept such variability in using the language? The answer is that of the context of discourse, where the positive role of our L1 knowledge es in. Psychological context provides us with the same similar evidence showing that L1 may contribute to SLA.III. The Chinese’s positive transfer to English learning.English and Chinese belong to two different kinds of the language family, and there are great differences between two languages. So when the Chinese students learning English, they cannot get rid of the interference of Chinese all the time. For example:— You are very beautiful.— No, no. / Where, where. (“哪里哪里” is a word for modesty in Chinese。 here we should say “Thank you” in English.)Another example: When the Chinese students write position, they always like translate word by word or sentence by sentence. Look at the following example:— Some students go online is not in order to study.有些 學生 上網 不是 為了 學習。（）— Some students do not go online for study. (√ )It is obvious to see that some students use the Chinese thinking modes while learning English. For example: “How long can I keep this book?” Chinese character “借” is “borrow” in English, so a lot of Chinese students say “How long can I borrow this book?” This kind of phenomenon calls Chinglish or Chinese English. We can easily find that the Chinglish phenomenon is a typical result of the negative transfer. And the negative transfer has already influenced English learning seriously and led to the inefficiency of learning English. However, when we learn English shall we be able to forget all about our own learning? The answer is certainly not. Although the English and the Chinese differ enormously, the mon fact that both two languages belong to the human language decides that there are some similar parts between two languages. That is to say the Chinese transfer to English learning not only has the negative influences but also has the positive influences. So this paper firstly will talk about the Chinese’s positive transfer to English learning form three respects of pronunciation, vocabulary and grammar. The phonological transfer.The Chinese character’s pronunciation is posed of the Pinyin constitution syllable. The Pinyin divides into the initial consonant and the final syllable, and the final syllable has the single final and the duplicate final. English word’s pronunciation is posed of the phoneme constitution syllable. The phonetic symbol divides into the vowel and the consonant, and the vowel has the monophthong and the diphthong. In the Chinese syllable, it cannot lack the final syllable. Just like in the English syllable it would not work to lack the vowel. There are the nasals /m/、/n/，the lateral / l / and the retroflex / r / in the Chinese pronunciation. And the English consonant also has the nasals /m/、/n/，the lateral / l / and the retroflex / r /. There are many similar parts in the place of the articulation and the pronunciation methods between the Chinese Pinyin’s initial consonant and the English phonetic consonant. So most of the Chinese students have no barrier on the following phonemes. The consonant phonemes / p /、 / b /、 / t / 、/ d /、 / k / 、/ g / and / f /may be corresponding with p、b、t、d、k、g and f in Chinese syllable. The vowel phonemes / i:/、 / u: / and / a:/ also can correspond similarly found in Chinese i、u and a. We may grasp the correct pronunciation through the parison the similarities and the differences of the two kinds of pronunciations. The lexical transfer.The vocabulary is the most active and essential factor in the language. The meaning of vocabulary includes the conceptual meaning (rational meaning) and the cultural meaning (associative meaning). The conceptual meaning is the word’s direct surface meaning and the cultural meaning is the word’s extended meaning. Only when we understand the word’s cultural meaning can we prehend the word’s true implication and help the people municate with each other accurately and smoothly.Generally speaking, the conceptual meaning of the English word mostly can find the corresponding word from the Chinese expression, such as China (中國) 、America (美國)、sun (太陽)、earth (地球)、flower (花)、water(水) and so on. Before learning English, we have already used Chinese for munication and the concepts of time、place and space have been formed. What we need is only a new kind of mark or the expression form. So we can memorize English words with the aid of Chinese in order to rapidly understand and grasp. Although the human’s mode of thinking、the habits and the customs between Chinese people and Englishman are different, some words’ cultural meanings are actually the same. For example, fox is regarded as “sly” both in Chinese and English, and “an old fox” means 老狐貍精。Another example: (1) Go to stamp sales and buy whatever you can afford. You can often pick up packs of used stamps very cheaply. (2) I will pick you up at three o’clock. In