A SYSTEMATIC REVIEW: INFLUENCE OF INTERMEDIATE-LEVEL LANGUAGE DIFFERENCES ON LANGUAGE ACQUISITION AND WRITING COMPETENCE

Abstract

This article reviews existing literature on cross-linguistic influence (CLI) in additional language acquisition, focusing on how learners’ awareness of differences between their primary and target languages impacts their writing competence. The study has its special focus on intermediate-level language differences, specifically expression patterns and usage preferences, and their influence on Chinese English learners’ writing. A systematic search of recent studies (last 15 years) was conducted using Google Scholar and CNKI with keywords such as “cross-linguistic knowledge,” “negative transfer,” and “writing competence.” The findings highlight significant CLI at the intermediate level, particularly in areas such as conjunction use, sentence structure complexity, avoidance of passive voice, and word repetition. These challenges stem primarily from differences in expression patterns between Chinese and English. Contrastive Analysis (CA) emerges as an effective tool for predicting errors, tailoring teaching materials, and explaining linguistic phenomena. However, research remains limited on how to enhance cross-linguistic awareness, especially in relation to intermediate-level features such as hypotactic and paratactic structures. The study underscores the need for more quantitative and empirical research to develop cross-linguistic competence and refine pedagogical strategies. Further exploration is essential to better understand how language differences influence writing performance and to create effective instructional approaches that address intermediate-level CLI.