汉语写作水平及英语写作水平相关化概述

native literacy skills and proficiency and their foreignlanguage. The research went as following: the researcher chose ESL learners from China and Japan, bothof them had similar culture background and both of them took English as their foreign language. They wererequired to finish a short composition and did a close test in their native language and foreign language. Inthe survey, the influence from learner’ native language on their foreign language was found weak. Therelies very little obvious correlation among L1 writing proficiency and L2 writing proficiency. Thesedifferences may be a function of L2 Proficiency. The survey showed that the influence of native writingand reading skills on foreign language needs cultivating.Francis (2000) put forward another different idea about the topic. His research found that there was akind of interdependence of language proficiency. He also admitted that interdependence and a"language-specific" were two different kinds of evolution due to the data collection from the bilingualdevelopment of third and fifth grade students in Central Mexico. He insisted that it was vital to specifymore precisely in the process of bilingual research. That is to say, it is still not very clear how and whynative language proficiency and foreign language acquisition transfer and interdepend.
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2.2 Previous Studies on Transfer of L1 Writing Proficiency on L2 Writing Proficiency
Cummins (1983) proposed a new theory: ―common underlying proficiency hypothesis ". It is a newtheoretical model about the bilingual research. He argued that possible transfer of cognitive/academic skillacross language takes place based on the manifestations of both L1 and L2. The theory stands that theforeign level of literacy and general academic skills is closely deeply influenced by the deep conceptualand linguistic proficiency of native reading skills. When adult ESL learners come to study a foreignlanguage, they unconsciously employ the linguistic skills and proficiency of their native language to theunfamiliar language acquisition. Collier (1992) supplemented that leaners tend to employ linguisticproficiency and strategies that they have acquired from their native language to the second language eventhough the two languages have totally separate writing systems. Foreign language learners are conditionedto transfer the knowledge they mastered from a language to the other language as well as to maximize thelinguistic proficiency they have possessed. In the theory of common underlying proficiency hypothesis,Cummins (1983) stated that cross-linguistic language proficiencies can motivate the progress ofcognitive/academic and linguistic knowledge in a central processing system. He believed the cognitive andliteracy ability formed from their mother tongue would transfer from language to language.
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Chapter 3 Theoretical Bases ......... 21
3.1 Theories about language Transfer..... 21
3.1.1 The Definition of Transfer ......... 21
3.1.2 Types of Language Transfer ...... 22
3.2 Contrastive Analysis .... 23
3.3 Interlanguage ........ 24
3.4 Common Underlying Proficiency Hypothesis ....... 24
Chapter 4 Research Design.... 27
4.1 Hypotheses..... 27
4.2 Subject .... 27
4.3 Instruments..... 28
4.4 Assessment..... 29
4.5 Research Procedure...... 30
4.6 Data Collection ..... 32
Chapter 5 Results and Analysis .... 34
5.1 Results and Analysis .... 34
5.2 Findings and Discussions.... 38

Chapter 5 Results and Analysis

5.1 Results and Analysis
In order to test the first