【正文】 s minds.” Next two to four sentences set forth on the support of the topic. The last sentence as conclusion, again pointed out, “it is conceivably possible for employers to put honesty in the first place.” Theref。 Using the Chinese mode of thinking, the three parts respectively are “起”，“承”，“合”。 Discourse“Discourse” here means the ability of posing. Most Chinese students tend to maintain the thinking pattern of Chinese language. They have the habit of conceiving a Chinese version before they start to write the English one. That habit plays a promoting role in the process of English writing, that is, the positive transfer from Chinese to English. And it performs in two aspects: firstly, students continuously screen the English vocabulary with the help of Chinese language。In the aspect of terminology, while learning English vocabulary, the capacity of Chinese vocabulary has a direct or indirect effect on it. Learners can connect the Chinese original terms and concepts with new English words and bine them in the context, so as to better understand and master the new words. For example, when encountering the word “camellia” at the first time, if not bining it with the Chinese original concept but directly quoting the interpretation in Oxford Advanced Learner39。 Transfer from Chinese to English LanguageAfter having a view of the definition of language transfer, the researches on language transfer between English and Chinese and the parison between English and Chinese language, let’s step into the big part of this thesis, that is, the Positive Transfer from Chinese to English language in Chinese students’ English learning process. The thesis will carry out researches from three aspects — pronunciation, vocabulary and discourse. Pronunciation二級標題單獨一行,左頂格,小三號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 writing, that is, those students whose level o