Literature Review: The Influence of Negative Transfer of Mother Tongue on the Syntax of Junior Middle School English Writing

This paper discusses the concept of language transfer of the mother tongue and reviews both domestic and foreign research on the negative effects of such transfer. The focus is on the relevant research in the field of English writing teaching for junior middle school students in China. These studies have shown that the negative transfer of one's native language has a detrimental impact on the acquisition of a second language. Despite the efforts of education experts and scholars to explore various teaching models and improve the situation of junior middle school English writing teaching, the teaching dilemma has not been significantly resolved. To overcome these obstacles, it is vital to investigate students' specific difficulties using quantitative and qualitative methods such as questionnaires and case studies, informing targeted teaching strategies. Additionally, a systematic examination of mother tongue transfer on English syntax, alongside evaluating current teaching methods, is crucial for effective instruction. Collaborative efforts among education experts, linguists, and teachers are essential to integrate findings into practical teaching approaches. Future research should emphasize identifying root causes, applying transfer theory, and continuously evaluating methods to enhance junior middle school English writing instruction.