Abstract
This review examines eight research articles, conducted in the past two decades, focusing on the L1 Chinese transfer on L2 English learning. These studies analyzed the transferred function of L1 Chinese from phonological and morphological aspects. The phonological studies indicated that the Chinese pinyin system contributes to a shared phonological process for bilingual reading acquisition. The morphological studies revealed that both in Chinese and English, inflection, derivation, and compounding are the principal methods for word formation. Thus, practice of morphological principles in Chinese characters contributes to L1 Chinese transfer on L2 English learning. In addition, these studies emphasized that lexical exposure and extensive reading are the best ways to improve Chinese EFL learners’ English comprehension.
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