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【Abstract】：Language transfer is a common phenomenon on second language acquisition. Language transfer comes out on second language acquisition. There are some similarities in language learning so they will unconsciously transfer the habits of their first language to second language learning but sometimes it hinder students’ learning. It is negative transfer. The paper analyses those effects from the two aspects which include discourse and culture and it discusses some pedagogical implications to deal with the negative transfer in first language.
【Key words】： negative transfer； first language； SLA
1. Introduction
In China， most students learn English after they have mastered their first language well. When second language is acquired， it is influenced by the native language which is the transfer of the first language. Negative transfer hinders the ability of students to acquire second language so it’s important to reduce negative transfer for students.
2. The phenomenon of Negative transfer of first language
2.1 About the Aspect of Discourse
About the aspect of discourse， Chinese students have two main problems. Firstly， their paper lacks theme sentences and they often haven’t clear point in the first paragraph. Secondly， it lacks coherence. English is a hypotaxis language so the text mainly makes by the coordinate conjunction and relative pronouns while Chinese is a parataxis language. If paragraph have a clear logical relationship， it’s not necessary to use any of the linked marker so they often lack transitional word in English writing.
2.2 About the Aspect of Culture
Cultural negative transfer mainly manifests in social situations because students don’t understand the cultural habits of native language. Here are some examples. When they meet， Chinese usually ask "Do you have meal？". It’s just a greeting but foreigners think they are invited to have dinner and Chinese often talk about age but if the foreigner is asked "how old are you？". He must be angry to answer "It 's none of your business！". And they think it is very rude behavior to interfere their privacy.
3. The Implications of Second Language Teaching and Learning
3.1 to Enhance the Understand of Cultural Differences of Students
It’s significant to learn about the differences between first language and second language and to reduce pragmatic mistakes. In teaching， teachers can use the way of comparative analysis. We not only should pay attention to two kinds of culture’s difference but also the differences of thinking mode. Students learn about different cultural communication and improve the ability of cross-cultural communication and reduce the phenomenon of negative transfer. 3.2 to Strengthen Discourse Teaching
Discourse teaching includes phonetics， vocabulary and grammar teaching. students can use concrete language materials to understand the meaning of a word and teachers analyse the stylistic rules to make students learn the differences of discourse pattern between second language and first language. Then students should know that the role of negative transfer of first language and train own English thinking mode to reduce the influence of first language thinking.
4. Conclusion
Language transfer has been a central issue in applied linguistics.The negative transfer of native language is inevitable on second language acquisition. The paper analyses those effects from the two aspects which include discourse and culture and it discusses some pedagogical implications to deal with the negative transfer in first language. Krashen think that the real way to solve first language transfer is to input a good deal of comprehensible materials and teachers should provide a large number of comprehensible materials to create a good learning environment in the classroom. Finally， it can actively promote the positive transfer of the first language.
References：
[1] Chomsky， N. （1965）. Aspects of the Theory of Syntax[M].Cambridge：MIT Press.
[2] Ellis， R. （1994）. The Study of Second Language Acquisition.Oxford：Oxford University Press.
[3] Ellis， R. （1985） Understanding Second Language Acquisition.Oxford：Oxford University Press.
[4] MacCarthy， M. （1991）. Discourse Analysis for Language Teachers [M]. Cambridge：Cambridge University Press.
[5] 束定芳. （1996）.现代外语教学[M].上海；上海外语教育出版社.
[6] 唐承. （2003）. 第二语言习得中的母语迁移研究述评[J]. 解放军外国语学院学报.
【Key words】： negative transfer； first language； SLA
1. Introduction
In China， most students learn English after they have mastered their first language well. When second language is acquired， it is influenced by the native language which is the transfer of the first language. Negative transfer hinders the ability of students to acquire second language so it’s important to reduce negative transfer for students.
2. The phenomenon of Negative transfer of first language
2.1 About the Aspect of Discourse
About the aspect of discourse， Chinese students have two main problems. Firstly， their paper lacks theme sentences and they often haven’t clear point in the first paragraph. Secondly， it lacks coherence. English is a hypotaxis language so the text mainly makes by the coordinate conjunction and relative pronouns while Chinese is a parataxis language. If paragraph have a clear logical relationship， it’s not necessary to use any of the linked marker so they often lack transitional word in English writing.
2.2 About the Aspect of Culture
Cultural negative transfer mainly manifests in social situations because students don’t understand the cultural habits of native language. Here are some examples. When they meet， Chinese usually ask "Do you have meal？". It’s just a greeting but foreigners think they are invited to have dinner and Chinese often talk about age but if the foreigner is asked "how old are you？". He must be angry to answer "It 's none of your business！". And they think it is very rude behavior to interfere their privacy.
3. The Implications of Second Language Teaching and Learning
3.1 to Enhance the Understand of Cultural Differences of Students
It’s significant to learn about the differences between first language and second language and to reduce pragmatic mistakes. In teaching， teachers can use the way of comparative analysis. We not only should pay attention to two kinds of culture’s difference but also the differences of thinking mode. Students learn about different cultural communication and improve the ability of cross-cultural communication and reduce the phenomenon of negative transfer. 3.2 to Strengthen Discourse Teaching
Discourse teaching includes phonetics， vocabulary and grammar teaching. students can use concrete language materials to understand the meaning of a word and teachers analyse the stylistic rules to make students learn the differences of discourse pattern between second language and first language. Then students should know that the role of negative transfer of first language and train own English thinking mode to reduce the influence of first language thinking.
4. Conclusion
Language transfer has been a central issue in applied linguistics.The negative transfer of native language is inevitable on second language acquisition. The paper analyses those effects from the two aspects which include discourse and culture and it discusses some pedagogical implications to deal with the negative transfer in first language. Krashen think that the real way to solve first language transfer is to input a good deal of comprehensible materials and teachers should provide a large number of comprehensible materials to create a good learning environment in the classroom. Finally， it can actively promote the positive transfer of the first language.
References：
[1] Chomsky， N. （1965）. Aspects of the Theory of Syntax[M].Cambridge：MIT Press.
[2] Ellis， R. （1994）. The Study of Second Language Acquisition.Oxford：Oxford University Press.
[3] Ellis， R. （1985） Understanding Second Language Acquisition.Oxford：Oxford University Press.
[4] MacCarthy， M. （1991）. Discourse Analysis for Language Teachers [M]. Cambridge：Cambridge University Press.
[5] 束定芳. （1996）.现代外语教学[M].上海；上海外语教育出版社.
[6] 唐承. （2003）. 第二语言习得中的母语迁移研究述评[J]. 解放军外国语学院学报.