高中生英语写作中母语负迁移研究——以封丘县第一高级中学为例的中期报告.docxVIP

高中生英语写作中母语负迁移研究——以封丘县第一高级中学为例的中期报告 Introduction Mother tongue interference is a common phenomenon in second language acquisition. In English writing, high school students tend to make errors influenced by their mother tongue. This study aims to analyze the frequency and types of mother tongue interference in the English writing of students from the First High School of Fengqiu County. Literature Review Previous studies have shown that mother tongue interference can occur in various areas of language learning, including grammar, vocabulary, and syntax (Kuo Anderson, 2010; Naiman et al., 1978). These errors can affect the accuracy and fluency of writing (Shi, 2019). Studies have also revealed that different languages have different linguistic features, which can create challenges for language learners (Ellis, 2006; Zhou, 2013). Research Methodology This study selected 50 English writing samples from students at the First High School of Fengqiu County. The samples were graded by two English teachers, and the errors were categorized according to their type of mother tongue interference. The frequency and types of errors were analyzed using descriptive statistics. Results The results showed that the most common type of mother tongue interference was grammatical errors (47%), followed by vocabulary errors (33%) and sentence structure errors (20%). Specifically, the grammatical errors were mainly related to word order and tenses, while vocabulary errors included incorrect word choice and pronunciation. Discussion The results indicate that mother tongue interference is a significant issue in English writing for high school students. Therefore, English teachers should pay more attention to this phenomenon and provide targeted instruction to help students overcome these errors. Additionally, schools should encourage students to read more English literature and practice writing to improve their language skills. Further research is needed to explore the reasons behind these er