【正文】 ting argumentsdraw the conclusion”, which is quite similar with the Chinese posing pattern (起 承 轉(zhuǎn) 合 ). In addition, English articles usually start their points of views straightly, which can be also found in Chinese ones (that is called “開門見山 ”). 2. Language Transfer Since 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. The Definition of Language Transfer Different scholars who consider from different perspectives may hold different opinions about what language transfer is, and among all those different definitions the most influential and widely accepted one is described. Odlin (1989) thought, language transfer is the influence resulting from similarities and differences between the target language and any other language that has been previously acquired. In Odlin’s definition, the language that has been previously acquired mainly refers to the mother language. The similarities between mother language and the target language will reduce the time of reading. Similarities of syntax will make it easy for learners to acquire sentences. That is called Positive Transfer. Thus for the On Positive ChinesetoEnglish Transfer in Chinese Students’ English Learning Process 4 same token, the differences between mother language and the target language will make it difficult to acquire sentences. That is called Negative Transfer. The following are simple explanations about positive and negative transfer (Odlin,1989): Positive Transfer: Using former knowledge and is without mistakes in the learning。 b. to improve the ability of expressing plex ideas。 d. to help grasp the layout of writing。 f. to increase vocabulary richness。 on the contrary, those whose vocabulary was small were certainly in a weak position. Wang Jing (2020) indicated that the basic similarity of Chinese and English sentence structure promoted the positive transfer from Chinese to English language, so as to promote the English learning. Based on the “deepsharing capabilities” assumptions, Bian Xu (2020) carried out research and analysis from the text framework, sentence structure and writing skills, and finally advanced that the positive transfer from Chinese to English language could appear in all the three aspects. Ji Shaoli (2020) 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. On Positive ChinesetoEnglish Transfer in Chinese Students’ English Learning Process 8 3. Positive Transfer from Chinese to English Language After 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 In the aspect of pronunciation, Chinese belongs to tone language while English belongs to sentence language. In English there are some transcriptions that can not be found in Chinese pronunciation. This has resulted in the difficulties that Chinese students may meet in learning English pronunciation, thus forming a Chinese to English negative transfer. For example, the “th” in “thank you” should be pronounced [θ], but because there is no [θ] in Chinese pronunciation, many students may use some similar [s] to replace [θ]. In addition to the differences, Chinese language and English language also have similarities in the manner of articulation and ans of speech. Those similarities may cause the ChinesetoEnglish positive transfer which is usually overlooked. Because the use of Chinese language has regional features, there is a wide variety of local dialects. In some dialects (such as the Shanghai dialect) it will be hard to tell the transcription [r] and [l], while in other places people may relatively have the advantages, though they are rarely aware that such advantage will have positive effects on their study of English pronunciation. Look at another example. As English transcriptions are more than Chinese ones, when learning English Chinese students will encounter some pronunciation which they never met before in their mother tongue. However, in Jiangsu and Zhejiang dialects (such as the dialect of Taishun, Wenzhou), some specific pronunciation which can not be found in the mandarin may 浙江理工大學(xué) 科技與藝術(shù)學(xué)院 本科畢業(yè)論文 9 share a coincidence with English transcription, for example, the pronunciation of “隨 ” in “隨便 ” in Taishun dialect is [∫], “倒掉 ” for the pronunciation [t∫]. As a result, Taishun dialect can make it easier for student from Taishun town to study and prehend those English transcriptions which share a coincidence with Taishun dialect, and then improve their English learning in pronunciation. That can be called the positive transfer from Chinese to English language. Vocabulary 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 Learner