A Study on the Categories of Positive Transfer of Mother Tongue and Its Mechanism in English Writing of High School Students in Suzhou, Wuxi and Changzhou Area

In the domain of research on foreign language acquisition, the impact of one’s native language on learning a second language is a critical area of inquiry pursued by numerous academics. While prior studies predominantly examine the negative transfer effects of the native language, the positive aspects of this transfer receive considerably less attention in both local and international contexts. These studies are often narrowly focused on specific linguistic subsystems like lexicon and syntax, neglecting a comprehensive analysis of the types and underlying mechanisms of positive transfer. Furthermore, writing, a vital form of language expression, plays a crucial role in language proficiency. Currently, high school students typically struggle with this skill. This research employed qualitative methodologies including in-depth interviews, observations, and the collection of materials to gather data concerning the positive influences of native language on the English writing of some high school students in Suzhou, Wuxi and Changzhou. Subsequently, data were systematically coded using grounded theory, resulting in the identification of three primary categories of positive transfer: knowledge, skills, and motivation. These categories were further analyzed through the lenses of cognitive structural transfer theory, generative transfer theory, and Maslow’s hierarchy of needs theory, providing insights that could enhance the pedagogy and practice of English writing in high schools.