英语写作中汉语逆向迁移现象及其教学对策

.IntroductionWiththecontinuousimprovementofChina'sstatusintheworld,thenecessityofEnglishintheprocessofcommunicationisalsoreflected,whichhasbeenwidelyvaluedbythesociety.Therefore,thelanguagecommunicationabilityofstudentsisbecomingmoreandmoreimportant.Writingisoneofthefourlanguageskillsof"listening,speaking,readingandwriting",animportantmeansoflanguagecommunicationandanimportantpartofdailyteaching.EnglishwritingcanreflecttheoverallEnglishproficiencyoflearnersinalimitedtime,contentandscope.ItcannotonlyreflectthebasicEnglishknowledgeofstudents,butalsoreflectthedegreeofflexibleuseofEnglishlearners.However,seeminglysimplewritinghasbecomeapartoflanguagelearners'higherrorrate.InChina,studentsbegintolearnEnglishfromprimaryschool,ithasbeenvaluedasaforeignlanguage.Butuptotheuniversity,althoughtheyhaveaccumulatedacertainvocabularyandgrammarknowledge,buttheEnglishlevelandapplicationabilityisnothigh,butcannotusetheEnglishknowledgetoexpressthemselvesfreely,canuseidiomaticEnglishforlistening,speaking,readingandwritingstudentsarefew.Studentsoftencannotgetridofnegativetransferoftheirmothertonguewhenwriting.StudentsconvertEnglishsentencesaccordingtoChinesehabits,andusuallytranslatethemwordforwordinwriting.SuchsentencesoftenhavetracesofChineseandgrammaticalerrors.ThenegativetransferofmothertonguemakesstudentsunabletoeffectivelywriteinEnglishandhindersthemfromimprovingtheirEnglishwritingskills.However,inthecurrentEnglishwritingteachinginChina,someEnglishteachersdonotpayenoughattentiontothephenomenonofnegativetransferofmothertongueinEnglishwriting.Theydonothaveascientificunderstandingandanalysisofit,anddonotputforwardmoresystematicandperfectteachingmethodsandimprovementmeasuresforthisproblem.Manystudentsaretroubledbythenegativetransferoftheirmothertongue,anditisdifficultforthemtomakesignificantprogressinEnglishwriting.TohelpstudentstopromotethepositivetransferinEnglishwritingandovercomethenegativetransfer,theEnglishwritingabilityandcomprehensivelanguageuseabilityofstudentsshouldbecomeoneofthemajortopicsforthemajorityofEnglishteachingresearchers,soastoimprovethequalityofEnglishwritingteaching.Thispapersummarizesthecommonmistakesinstudents'Englishwritingandputsforwardaseriesofteachingstrategiesonthebasisofanalysis,soastoprovidepossibilitiesforsolvingthenegativetransferphenomenonofChinesetostudents'Englishwriting.Basedontheanalysisoftypicalexamplesandthetheoryoferroranalysis,thispapersummarizesthecommonnegativetransferofmothertongueamongstudentsandputforwardreasonableteachingstrategies.2.LiteratureReviewLiteraturereviewisthebasisofthestudyofnegativetransferofmothertongue.Thispartmainlyanalyzestheliteraturefromtwoaspects:thetheoreticalstudyofnegativetransferofmothertongueandthesolutionstonegativetransferofmothertongue.2.1ThetheoreticalresearchonnegativetransferofmothertongueTakethe1970sasthewatershed.Beforethen,peoplehavealwaysregardedmistakesasthesymboloffailureinlanguagelearning.However,withthein-depthstudyofmistakes,peoplehaverealizedthevalueofmistakes,andthestudyoferrorsinlanguagelearninghasgraduallybeensystematized.Thetheoryoferroranalysisoriginatedfromtheforeign"comparativeanalysis".ThetheoryofcomparativeanalysiswasputforwardbyLado（Lado,1957）especiallyinthe1940sand1950swhenhedominatedtheforeignlinguisticfield.Theresearchfieldofcomparativeanalysistheoryistherelationshipbetweenthesecondlanguageandthemothertongue.Ladobelievesthatthedifficultyofsecondlanguageacquisitionispositivelycorrelatedwiththesimilarityofthefirstlanguage,whichisreflectedinpractice:thecloserthefirstlanguageistothetarget,theeasieritistoacquire,andthefrequencyoferrorswilldecrease.Onthecontrary,ifthedifferenceislarger,thelearnerwillbemoredifficulttoapplyinthesecondlanguage.Therefore,comparativeanalysisistopredicttheerrorsintheprocessoflearningthetargetlanguagebycomparingthemothertonguewiththetargetlanguage.However,withthedeepeningofresearch,thetheoreticaldefectsofcomparativeanalysisaremoreobvious.Forexample,the"comparativeanalysis"theoryequatesthe"difference"indifferentlanguagesystemswiththe"difficulty"inforeignlanguageacquisition."Difference"isthefieldoflinguisticresearch,and"difficulty"belongstothecategoryofpsychologicalresearch,soitisunreasonabletoequatethesetwodifferentcategories.Accordingtothedifferentpurposesofcomparativeanalysis,Wardhaughdividedcomparativeanalysisintotwocategories:strongcomparisonandweakcomparison.Strongcontrastandweakcontrast.Strongcontrastisalsocalledpredictivecontrast(Wardhaugh,1970)Hebelievesthatbycomparingthetargetlanguagewiththefirstlanguage,learnerscanpredictthemistakestheymayencounterintheprocessoflearningthetargetlanguage,whichplaysanimportantroleinthecompilationoftextbooks.Weakcomparison,alsoknownasdiagnosticcomparativeanalysis,mainlydescribesandexplainsthecausesoferrorsthroughthedifferencesbetweenthetargetlanguageandthemothertongue,whichcanbeusedtojudgewhicherrorsarecausedbytheinterferenceofthemothertongue.Therefore,the"weakcontrast"ofcomparativeanalysistheorydevelopedindependentlyandformedthe"wronganalysis"theory.Inrecentyears,domesticscholarshaveputforwardthefollowingtheoryontheerroranalysis:Mothertonguemigrationtoacertainextent,affectedthehighschoolEnglishwriting,highschoolstudentsinEnglishwritingisinfluencedbymothertonguemigrationhaspositivetransferandnegativetransferofthetwo,ontheonehand,canreducethecompletelycorrespondingwordsinEnglishandChinesestudentsinEnglishwritingwordschoosedifficult,ontheotherhand,accordingtoWangJing(WangJing,2017)inthehighschoolstudentsinEnglishwritingofEnglishlanguagevocabularyerrors,syntacticerrorsandlanguageexpressionerrorhasclosetieswithnegativetransferofmothertongue.AccordingtoWuXian(WuXian,2016)errorisanaturalphenomenonintheprocessoflanguagelearning,weshouldnothateit,becauseitcanguideustolearnandprogress.Therefore,weshouldusethelawoferrorstoguideEnglishteachingandlearning.Fromthis,wecanfindthatintheprocessoflearningEnglishwriting,thephenomenonofnegativetransferofmothertongueisinevitable,andweshouldbepositiveandobjective.ThespecificerrorscausedbynegativetransferinEnglishwritingcanberoughlydividedintofouraspects.Oneistheproblemofform.Second,vocabulary;Thethirdissyntax,thefourthisdiscourse.Throughtheanalysisofthespecificfouraspectsoftheproblem,wecancarefullyunderstandthemistakesstudentsoftenmakeinEnglishwriting.Thehandlingoftheseerrorsisareflectionoftheteacher'sability,andtheabilitytoactivelyfaceandsolvethenegativetransferproblemthroughteachingmethodsisthestandardtojudgeagoodteacher.Itisalsoaprocessoffindingrulestoovercomedifficulties.2.2ThesolutionofavoidingthenegativetransferofmothertongueAccordingtowangShanshan(wangShanshan,2014)targetedwritingteachingbyteacherscaneffectivelyreducethemistakescausedbynegativetransferofmothertongueinwritingofhighschoolstudents.AccordingtoFengXuanxuan(FengXuanxuan,2017)inEnglishwritingteaching,itisnecessarytostrengthenthetrainingofbasiclanguageskills,increasetheinputandapplicationofvocabulary,andconstantlyimprovestudents'abilitytomasterthelanguageandtheirunderstandingofnegativetransferofmothertongue.ConsciouslycreateagoodEnglishlearningenvironment,trytoexposestudentstoalargenumberoforiginallanguagematerials,reduceorgetridofthenegativetransferofChineseholisticthinkingmode.Accordingtoliurui（liurui,2012）moststudentsareinfluencedbytheirmothertonguetoalargeextentintheprocessofwriting,andnegativetransferexistsinlanguagelearningatalllevels.Fromthefrequencyanalysisoferrors,wecanseethatthenegativetransferofmothertongueaccountsforalmosthalfofallerrors.Almostallofthestudents'compositionscontainerrorscausedbynegativetransferofmothertongue,whichprovesthatnegativetransferofmothertonguehasgreatinfluenceonChinesestudents'Englishwriting.Therefore,weshouldpayattentiontothephenomenonofnegativetransferinEnglishwritingandtakevariousmeasurestosolveitsnegativeeffects.Fromthiswecanfindthatteachersarenotpowerlessinthefaceofnegativetransferoflanguage.Correspondingteachingmethodscanbeadoptedtoovercomeorminimizetheimpactofnegativelanguagetransferonstudents.Amongthem,teachingmethodscanbedividedintothreeaspects.ThefirstistoimparttheculturaldifferencesbetweenEnglishandChinese;thesecondistousevariouserrorcorrectionstrategies;thethirdistostrengthenthetrainingofknowledgepointspronetoerrors.Theresearchonsolvingtheproblemofnegativetransferisalsothepurposeandinnovationofthisthesis.Focusingonanalyzingandsolvingproblemsisofgreatsignificancetotheimprovementofstudents'Englishwritingability.3.TheTheoreticalBasisofNegativeTransferofMotherTongue3.1TheconceptofnegativetransferTheLanguagetransferreferstothephenomenonthatwhenlearnersuseasecondlanguage,theyexpresstheirideasthroughthepronunciation,meaning,structuralrulesorhabitsoftheirmothertongue.Negativetransferoflanguagereferstothenegativeimpactonforeignlanguagelearningifthelanguagerulesofthemothertonguedonotconformtotheforeignlanguagehabits.Fromtheperspectiveofthecognitiveschool,thesixfactorsthatinfluencethenegativetransferoflanguageisasfollows:first,differentlevelsoflanguage,suchasphonology,vocabulary,grammaranddiscourse,etc.Second,socialfactors,suchasdifferentcommunicativeobjectsandlearningenvironment;Third,themarkedness,suchastheparticularityofsomelinguisticfeatures;Fourthly,theprototypeconcept,suchasthedegreetowhichacertainmeaningofawordisconsideredascoreandbasiccomparedwithothermeanings;Fifth,languagedistanceandpsychologicallanguagetypes,suchaslearners'psychologicalfeelingsofthedistancebetweenthefirstlanguageandthesecondlanguage;Sixth,developmentfactors,suchasrestrictionsonthenaturalprocessofinterlanguagedevelopment.3.2Thetheoryoferroranalysis3.2.1ThebackgroundoferroranalysisItcanbeseenfromtheliteraturereviewthat"erroranalysis"comesfrom"weakcontrast"in"comparativeanalysis".In1967,Corder's“themeaningoflearnerlinguisticerrors"reallyopenedthedoortothefieldof"erroranalysis".Inthisarticle,Corderproposedtheimportantroleoferroranalysis:Teacherscanunderstandstudents'masteryofthetargetlanguagethroughtheirmistakesanddeterminetheirnextactionplan;Byanalyzingerrors,researcherscanunderstandtherulesandstatusquooflearners'learningofthetargetlanguage,whichplaysaguidingroleinthetheoreticaldevelopmentofteaching;Thelearnersthrougherroranalysisinspectiontheyunderstandcorrectlyornotaboutsecondlanguagerules,theerroranalysistheorynotonlymakesthestudyofsecondlanguageacquisitionfocusfromattentionshiftedtofocusonlearners'learningitself,moremakepeopleforthewrongattitudechanged,fromthebeginningoffearofmakingmistakestocantakeadvantageofthemistakestoimprovelanguagelearningandmakeprogress.3.2.2ThestepsfortheerroranalysisFirstofall,throughthecollectionofinformationonthestatusofstudents'Englishwritingtoformacertaindegreeofunderstanding;Next,theteacherfurtheranalyzesthemistakesmadebythestudentsinEnglishwritingthroughwrongidentificationandwrongclassification.Thentheteacherfurtherexplainedthereasonsfortheerror.ThelaststepisforteacherstofindsolutionstoovercomethenegativeimpactofnegativetransferofmothertongueonEnglishwritingbyknowingthereasonsforthemistakes.3.2.3ThesignificanceoferroranalysisTheerroranalysisisthroughthestudyoflanguagelearnersmistaketoobserveandanalyzethelearners'targetlanguagelearningprocessandacquisitionmechanism,itisthelearnerstostudylanguagesystemresearchmethod,theresearchinforeignlanguageteachingprovidesanotherperspective,ratherthansimplydiscussesthelearner'snativelanguageandtargetlanguagethelawsofthetwosystems.ItisofgreatsignificanceforEnglishwritingtofindoutthesolutionsandcorrespondingteachingstrategiesthroughstudyingstudents'mistakesfromtheperspectiveoferroranalysis.4.AnAnalysisoftheErrorsofMotherTongueTransferinEnglishWritingChinesebelongstoSino-Tibetanlanguagefamily,whileEnglishbelongstoIndo-Europeanlanguagefamily.Justastherearenotwoidenticalleavesintheworld,therewillbenotwoidenticallanguagesintheworld.ChineseandEnglishbelongtodifferentlanguagefamilies,sotherewillnaturallybegrammaticaldifferences.Morphological,lexical,syntacticandtextualerrorswillbeanalyzedbelow：4.1FormerrorsEnglishandChinesebelongtodifferentlanguagesystems.Englishbelongstothepinyinlanguage,eachwordhasadifferentmorphologicalchange.However,Chineseisasolitarylanguagewithoutmorphologicalchanges.Basedonthedifferentcharacteristicsofthetwolanguages,studentswillmakealotoftransfermistakesintermsofmorphology.4.1.1ArticleerrorsInEnglish,thearticleisthemostbasic,butbecausetheChinesestudentsarticlethinkingisnotstrong,therewillbealotofmistakes.Students,forexample,likeatordinarytimes,writeacompositiontodescribepeopleunconsciouslyaddarticles.Firstofall,accordingtothehabitsofChinesestudents,theyaretoconstructaChinesesentence.Withthepassageoftime,wewillfindthatheisagoodman,hereisa"niceguy"isequivalenttothearticle,thenwritesentencesis:"Withthetimepassingby,wewillfindhimagoodperson."Whendescribingpeople,studentswillremembertheuseofarticlesinEnglish,sotheydeliberatelyputthearticle"a"infrontofthename.However,atthistime,studentsarewrong.4.1.2NounerrorsAsinEnglish,nounshavemanyclassifications.Whenstudentsfailtodistinguishbetweencountableanduncountablenounsandhaveonlyapartialunderstandingoftheirusagerules,mistakesareinevitable.Suchas:Friendswillgiveyoualotofadviceswhenyoucomeacrossdifficulty.Inthissentence,"advice"isanuncountablenoun,whichsomestudentswillmistakeforcountablenoun.4.2VocabularyerrorsThefamousBritishlinguistDavidWilkinsoncesaid,"withoutgrammar,peoplecannotexpressmanythings,whilewithoutvocabulary,peoplecannotexpressanything.”Therefore,vocabularyisveryimportant.Duetodifferentsocialandculturalbackground,languagebothinEnglishandChineseatthesametimethestudentsmasterthevocabularyandlanguageknowledgearelimited,sointheprocessofwriting,studentshabituallyuseChinesewayofthinkingtothink,thenEnglishvocabulary,toparaphrase,onetoonecorrespondenceoftherulesoftheuseofChinese,atthesametime,thestudentsundertheinfluenceofChinesevocabulary,notaccuratemastersimilarEnglishvocabularyeffectively,generatesalotofmistakes.4.2.1ErrorsinpartofspeechInEnglish,weneedtodeterminethepartofspeechaccordingtodifferentcontexts.Takethemisuseofadjectivesasanexample.“WhenIpassedtheexam,Ifeltexciting.”Thissentenceis"exciting"partofspeechmisuse,although"exciting"and"excited"areadjectives,buttheirmodifiedsubjectisdifferent,"exciting"means"exciting"todescribethepropertiesofthings,and"excited"means"excited",describetheperson'smood,weconcludethat"ed"formattheendoftheadjectivesusedtomodifyhumanemotion,andtheformof"ing"attheendoftheadjectivesmodifythepropertiesofthings.Inteaching,weneedtotellstudentssuchsimilarwordsas:“disappointed”、“disappointing”；“interested”、“interesting”；“moved”、“moving”；“frightened”、“frighting”andsoon.4.2.2ErrorsinwordmeaningThesameword,inEnglishandChinesemeaningisnotcompletelycorresponding.DuetothegreatdifferencebetweenEnglishandChineseexpressions,manystudentsmisunderstandthemeaningofsomephrases,resultinginliteralmeaning.Likethesentencebelow:“Shecat’tgotoschoolbecauseshehastolookafterherillfather.”Asaresultof"ill"intermsofillness,thesickfatherwasdescribedhere.But"ill"actuallysaid"disease"meansthebodycanonlymakeapredicateinasentence,can'tbeattributive,shouldbe"ill"to"sick"willbebetter.4.3SyntacticerrorsEnglishhighlightsthesubject,whileChinesehighlightsthethematicmeaning.Thesubjectofasentenceusuallyreferstoapersonorathing,andmustbeapronoun,anoun,oranominalphrase.ThesubjectofEnglishcannotbeomitted.Ifasentencehasnosubject,itusuallyhasaformalsubject.AndtherearestrictrequirementsforkeepingthesamepersonandnumberinEnglish.Therefore,therearesomeproblemssuchasthelackofmaincomponentsandtheinconsistencybetweensubjectandpredicate.4.3.1ErrorsincomponentsSuchasthefollowingsentence：“Whenthefailureoftheexam,theanalysisofthereasonsforfailure,toencouragethemselvesenhanceconfidence,toavoidrepeatingthesamemistake.”Asthissentencehasnosubject,itdoesn'ttelluswho'stryingtofigureoutthereasonforthefailureandencourageyourself.4.3.2ErrorsinsubjectandpredicateInthespecificapplication,subject-verbconsistencyusuallyfollowsthreeprinciples:grammaticalconsistency,meaningconsistencyandtheproximityprinciple.However,inChinese,thereisnosuchprinciple.Forexample,“Alotofmoneyintheshopwerestolenyesterday.”Whenyousee"alotof",youthinkyoushouldusetheplural,becauseyouweremisledbytheliteralmeaning.ButinEnglish,subject-verbagreementrequires"alotof,mostof,anyof,halfof"followedbyanuncountablenoun,orsingularformofthenounasthesubjectshouldberegardedassingular,predicateverbwithsingular;However,ifyouusethepluralformofacountablenounasthesubject,youshouldusethepluralformoftheverb.Here"were"shouldbechangedto"was".4.4TextualerrorsAtextisalanguageunitthatcanconveyacompletemessage,hasacoherentlogic,andhassomecommunicativepurposes.Anddiscourseideasoftenarecloselyrelatedtothemodeofthinking.Chineseandwesternthinkingmodearedifferent,theChinesewayofthinkingcharacteristicsinconcrete,intuitionandroundtypeisgivenpriorityto,isverytypicalof"spiral"wayofthinking.Onthediscourseexpressionhabitisgraduallyreachingorgasm,notdirectlyintothetheme,like"beataroundthebush",somanystudentsarenotgoodatdirectlyexpresscenterthoughtinwriting,thisisnotrecommendedinEnglishcomposition.5.TeachingStrategiestoReducetheNegativeTransferinWritingThroughtheaboveanalysisofstudentsinEnglishwritingoftenmakenegativetransferofmothertongueerrors.Wehaveabasicunderstandingofthecausesofnegativetransferofmothertongue.Next,thispaperwilldiscusshowtosolvethenegativetransferofstudents'mothertongueinEnglishwriting.5.1Highlightingtheculturaldifferencesinteaching5.1.1DistinguishingthelinguisticfeaturesAsweallknow,therearesimilaritiesanddifferencesbetweenEnglishandChinese.InEnglishteaching,teachersshouldnotonlyimpartlanguageknowledge,butalsocomparethecharacteristicsofthetwolanguagessothatstudentscanmasterthecorrespondingrules.Asmentionedabove,Chinesebelongstoideographiccharacters.Ifthereisnocontext,themeaningofthesentencecanbeseen.Englishisaphoneticword.ManyEnglishwordshavehiddenmeanings,whichareexpressedindifferentcontexts.Wordscannotbeunderstoodwithoutthepassage.Secondly,bothEnglishandChinesearesubject-predicatelanguages.Chineseisparataxis,andtheconnectionmodeadoptedbyitisnotobvioustothenakedeye.InChinese,therearemanysentenceswithnosubject,andafewverbscanalsoformaChinesesentence.InEnglish,thesubjectofasentenceisindispensable,andthereisonlyonepredicateverbinasentence,andtherestoftheverbformsshouldbeintheformofnon-predicateverbs.Chineseisapersonalexpression,whilemostEnglishsentencesareinanimatewordsasthesubject,sopassivesentencesareproducedandused,whichisalsooneofthemajordifferencesbetweenEnglishandChinese.Therefore,thisisalsosusceptibletonegativetransferofmothertongue.Butthetenseaspectquestionalsocausesthestudenttobeconfused,thiskindofEnglishandChinesedifferenceinevitablycausesthestudenttoproducethemassivemistakeinthewriting,cannotskillfullygraspeachkindoftenseandtheverbform.5.1.2ChangingthethinkingmodeBesidesthefactorsoflanguageitself,theenvironmentalfactorsoflanguagetransferarealsoveryimportant,andenvironmentalfactorsincludephysicalenvironmentandsocialandculturalfactors.Thephysicalenvironmentistocreateasituationforstudentstothemaximumextent,sothatstudentscanusethelanguagecorrespondingtothesimulatedsituation.Theroleplayinclasscomesfromthis.Thisrequiresstudentstolearncooperatively,observeandimitateeachother,andpromoteeachother.Afterlearningaboutthemistakesmadebyothers,theycangeneralizetoothersandformacorrectthinkingmode.Learningalanguageistostudythecorrespondingnationalcultureandthinking,isacountryintheyearsofman'sthinkingmodeintheprocessofhistoricaldevelopment,basedonthenationalhistoryandculturetoformapattern,thedifferencesbetweenChineseandwesternthinkingmodemainlyreflectsin:Chinaisgoodatthinkinginimages,theexpressionofthingsisspecificandvivid,andthewestisgoodatabstractthinking,theimpliedmeaningofthewordhasalotof;Chinesepeopleareusedtothinkinginacurvilinearway,andthemeaningofthearticleneedstobeanalyzedbyreadersthemselves,whilewesternpeopleareusedtothinkinginalinearway.Chinapaysattentiontotheunifiedthinking,onearticlemeansthesame,whilethewestpaysattentiontotheverticalthinking,toseveraldifferentpointsofviewallout.DuetodifferencesinChineseandwesternculture,intheperformanceforminEnglishandChineselanguageshavedifferenttension,havedifferentconnotations,alsoinacertainextentaffectthehabitsofstudentsinwriting,naturally,foreignerscan'treadChinesestudentswriteEnglisharticles,andChinesestudentscannotunderstandtheChinesemeaningoftheforeigners.Atthetextuallevel,Chinesediscourseisspiraling,andtheoccurrenceofthestoryisarrangedinachronologicalorspatialorder,graduallyreachingaclimax.Thearticlepaysmoreattentiontotheresultandcontent.However,Englishisadirectconnection,andthedescriptionfocusesontheprocessandexplainsthereasons.Themainpurposeistosolvetheproblemsraisedinthethesis.5.2UsingvariouserrorcorrectionstrategiesByanalyzingthecausesofstudents'mistakesinEnglishwriting,teacherscanimprovestudents'writingabilitybyadoptingeffectivemethodstocorrectthem.Theprocessoferrorcorrectionistheprocessofstudents'cognitivetransformation.Itrequiresstudentstopayenoughattentionintheprocessoferrorcorrection.Whatteachersneedtoconsiderisnothowtocorrecterrors,buthowtoletstudentscorrecterrors,letstudentsparticipateinthecorrectionprocess,andensurethatstudentshaveenoughattention.Therefore,effectiveerrorcorrectionstrategyisthekeytosuccess.5.2.1SelectiveerrorcorrectionstrategyTheeffectivemethodtoenhancestudents'psychologicalattentionisselectiveerrorcorrection.Selectiveerrorcorrectionallowsstudentstofocusonimportanterrors.Peopleusuallydivideerrorsintotwotypesaccordingtopracticaleffects:errorsthathinderthesuccessofcommunicationanderrorsthatdonothinderthereaderfromobtaininginformation.Amongthemtheformererroristhewholeerror,andlatteristhelocalerror.Overallerrorsneedtobecorrected,andlocalerrorscanbeignored.Atthesametime,whendecidingwhichmistakesneedtobecorrected,teachersmustalsoconsiderstudents'cognitionandemotion.Cognitionmainlyreferstotheactuallanguagelevelofstudents.Studentswithhigherlanguagelevelwillmakefewermistakes,whilethosewithlowerlevelwilloftenmakemoremistakes.Themoremistakestheteacherhavetocorrect.Iftheteachercorrectsormarksalltheoverallerrors,studentscannotcompletesomanycorrectionsatonetime.Meanwhile,theredpenmarkswillbringnegativeemotionalimpacttostudents.Infact,manyresearcherssuggestthatteachersshouldfocusoncorrectingerrorsandonlycorrectonetypeatatime.Inthisway,studentscanovercomenegativetransferoftheirmothertongueandwriteauthenticcompositionsstepbystep.5.2.2PeriodicerrorcorrectionstrategyAgoodwritingcyclecanbedividedintothreestages:thewritingstagebeforehandingin,theteacherreviewingstage,andthereadingstageafterhandingout.Correctionbeforehandinginmeansthatstudentscorrecttheirmistakesbeforehandingintheircompositions.Makethedifferencebetweenamistakeandamistake.Therefore,itisnecessaryforteacherstorequirestudentstomakefulluseoftheknowledgetheyhavelearnedtocheckandmodifytheirowncompositionsbeforehandingintheircompositions,soastoreduceoravoidnegativetransfererrorsintheirmothertongue.Beforehandingintheircompositions,studentshavemadecarefulrevisionstominimizethenegativetransferofth