Abstract：Taking the English compositions of freshmen and sophomores in Xuzhou University of Technology as the corpus, the study discusses the interlanguage phenomena in the English writing output of the junior English majors in applied undergraduate colleges with the method of empirical study. It is found that there are different interlanguage phenomena in the levels of vocabulary, sentence and discourse. At the lexical level, it mainly includes improper use of articles, misuse of vocabulary category and so on. At the syntactic level, interlanguage phenomena such as high repetition rate and complicated sentence confusion occur. At the discourse level, it mainly discovers the problems of cohesion and coherence of meaning, uncertainty in the structure of the discourse and so on. These are mainly influenced by negative transfer of native language, lack of input of target language culture, and learners’ emotional factors. This study throws a light on interlanguage analysis, English writing study and teaching.
Key words: English writing interlanguage empirical study
Contents
Abstract
摘要
Chapter One Introduction-1
1.1 Background of the Study-1
1.2 Purpose of the Study-1
1.3 Significance of the Study-1
1.4 Structure of the Thesis-2
Chapter Two Literature Review-3
2.1 Interlanguage of the Students in Different Educational Background-3
2.2 Interlanguage of the Students in Different Professional Background-3
2.3 Interlanguage of College Students in Different Grades-4
Chapter Three Interlanguage in English Writing of Junior English Majors-5
3.1 Research Object-5
3.2 Data Collection and Research Method-5
3.3 Research Results-5
3.3.1 Interlanguage in Vocabulary-5
3.3.2 Interlanguage in Sentences-7
3.3.3 Interlanguage in Discourse-9
3.4 Reasons for Interlanguage in English Writing-10
3.4.1 Negative Transfer of Native Language-10
3.4.2 Lack of Input of Target Language Culture-11
3.4.3 Learners’ Emotional Factors-11
3.5 Learning Suggestions-11
3.5.1 Reduction of Native Language Interference-12
3.5.2 Establishment of Cross-cultural Awareness-12
3.5.3 Stimulation of Learning Motivation-12
Chapter Four Conclusion-13
4.1 Major Findings-13
4.2 Limitations-13
References-14
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