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The thesis explores the conceptual transfer of spatial relations of in and on by Chinese EFL learners. It tries to figure out whether conceptual transfer occurs when Chinese learners of English describe the spatial relations and whether the degree of conceptual transfer varies with the change of the English proficiency of Chinese EFL learners. The results indicated that conceptual transfer occurs when L1 based topological relation and categorization influence Chinese EFL learners and some errors may occur and English proficiency does not affect learners' performances.