L1 Transfer in Chinese EFL Learners’ Use of Thematic Progression in English Argumentative Writing

This study addresses L1 transfer in Chinese EFL learners’ use of thematic progression English argumentative writing. Through a series statistical analyses the data collected from essays written by and American university students, finds that overuse patterns writing is under influence native language both linguistically conceptually. Tests potential effects intra-group homogeneity intra-L1-group congruity provide convincing evidence for identification transfer. In addition, further explores underlying causes at linguistic conceptual levels.