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This paper reports an empirical study on the sixth-grade students' mastery of English syntax in primary schools, and the influence of mother tongue transfer theory to English syntactic teaching in primary schools. The subjects are 98 sixth-grade students in S Experimental Primary School and the instruments adopted included a questionnaire survey and sentence pattern tests. Detailed analysis of both the qualitative and quantitative data has yield the finding as follow: 1) Grade 6 students have mastered five basic English sentence patterns and some complex sentence structures; 2)The majority of students learn English by acquiring their mother tongue; 3) Mother tongue transfer theory can help students to complete the dialogue accurately with corresponding syntax in class, thus improving the efficiency of English syntax teaching in primary schools.
Wen Shan (Tue,) studied this question.