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