| Abstract in English | 第3-4页 |
| Abstract in Chinese | 第5-10页 |
| 1. Introduction | 第10-16页 |
| 1.1 Research Background | 第10-12页 |
| 1.2 Significance of the Study | 第12页 |
| 1.3 Research Questions and Data Collection | 第12-13页 |
| 1.4 Organization of the Thesis | 第13-16页 |
| 2. Literature Review and Theoretical Framework | 第16-34页 |
| 2.1 Previous Studies on Conceptual Transfer | 第16-20页 |
| 2.1.1 Studies Abroad | 第16-18页 |
| 2.1.2 Studies at Home | 第18-20页 |
| 2.2 Theoretical Framework | 第20-28页 |
| 2.2.1 Language Transfer | 第20-22页 |
| 2.2.2 Language Transfer Theories | 第22-25页 |
| 2.2.3 Conceptual Transfer Hypothesis | 第25-28页 |
| 2.3 Macroscopic Features of English and Chinese Syntactic Structure | 第28-34页 |
| 2.3.1 Hypotaxis and Parataxis | 第29-30页 |
| 2.3.2 Static-Orientation and Dynamic-Orientation | 第30-32页 |
| 2.3.3 Subject-Prominence and Topic-Prominence | 第32-34页 |
| 3. Results and Discussion | 第34-56页 |
| 3.1 Disagreement | 第35-39页 |
| 3.1.1 Subject-verb Disagreement | 第35-38页 |
| 3.1.2 Noun and Pronoun Disagreement | 第38-39页 |
| 3.2 Serial Verb Construction | 第39-40页 |
| 3.3 Run-on Sentence | 第40-43页 |
| 3.4 The Lack of“Be”, Subject, Object and Predicate | 第43-51页 |
| 3.4.1 The Lack of“Be” | 第43-46页 |
| 3.4.2 The Lack of Subject | 第46-48页 |
| 3.4.3 The Lack of Object | 第48-49页 |
| 3.4.4 The Lack of Predicate | 第49-51页 |
| 3.5 Misuse of“There-be Structure” | 第51-53页 |
| 3.5.1“There-be Structure”in English and Chinese | 第51-52页 |
| 3.5.2 The Errors of“There-be Structure”and Conceptual Transfer | 第52-53页 |
| 3.6 Number | 第53-56页 |
| 3.6.1 Number in English and Chinese | 第53-54页 |
| 3.6.2 The Errors in Number and Conceptual Transfer | 第54-56页 |
| 4. Possible Causes of the Errors | 第56-62页 |
| 4.1 Possible Causes of the Errors from the Perspective of Conceptual Transfer | 第56-58页 |
| 4.1.1 L1-based Concepts | 第56-57页 |
| 4.1.2 Shared Concepts | 第57-58页 |
| 4.1.3 L2-based Concepts | 第58页 |
| 4.2 Possible Causes of the Errors from the Perspective of the Students | 第58-62页 |
| 4.2.1 Lack of Knowledge in English Language and Culture | 第59页 |
| 4.2.2 Lack of Knowledge in Systematic English Grammar | 第59-60页 |
| 4.2.3 Lack of Understanding of Syntactic Features Between English and Chinese | 第60-62页 |
| 5. Pedagogical Implications for English Writing | 第62-66页 |
| 5.1 To Enforce the Contrastive Study of English and Chinese Syntax | 第62-63页 |
| 5.2 To Increase Cultural Knowledge Input | 第63-64页 |
| 5.3 To Encourage the Construction and Internalization of Concept | 第64页 |
| 5.4 To Emphasize the Effect of Mother Tongue | 第64-66页 |
| 6. Conclusion | 第66-70页 |
| 6.1 Major Findings | 第66-67页 |
| 6.2 Limitations and Suggestions for Further Study | 第67-70页 |
| Acknowledgements | 第70-72页 |
| Bibliography | 第72-76页 |
| Appendix | 第76-78页 |
| Publications | 第78页 |
