On the Negative Transfer of L1 in Chinese Students English LearningWord文档格式.docx
- 文档编号:6724092
- 上传时间:2023-05-07
- 格式:DOCX
- 页数:29
- 大小:35.67KB
On the Negative Transfer of L1 in Chinese Students English LearningWord文档格式.docx
《On the Negative Transfer of L1 in Chinese Students English LearningWord文档格式.docx》由会员分享,可在线阅读,更多相关《On the Negative Transfer of L1 in Chinese Students English LearningWord文档格式.docx(29页珍藏版)》请在冰点文库上搜索。
negativetransfer,Englishlearning,secondlanguage,SLA
中国学生英语学习中的母语负迁移
摘要:
母语在二语习得中可分为正迁移和负迁移,但是多数人认为负迁移是主要的影响,通过从语音,词汇,句法和文化方面检查和分析中国英语学习者的语料,我们试图调查中国学生英语学习中的母语负迁移。
通过这项研究,旨在给出更多的在二语习得研究中的实例,帮助二语习得者避免母语负迁移,或者把负迁移转换成正迁移,从而使学生熟练掌握第二语言。
本文语料来自同类研究加上学生的作业资料。
对于二语习得中的母语负迁移这项研究,我们主要采取对比分析和错误分析的方法。
最后,希望本研究能够对中国学生使用地道的英语有所帮助。
关键词:
负迁移,英语学习,第二语言,第二语言习得
Contents
1Introduction
2LiteratureReview
3ThenegativetransferofChineseinEnglishlearning
3.1Thenegativetransferinpronunciation
3.2Thenegativetransferinvocabulary
3.3Thenegativetransferinsyntax
3.4Thenegativetransferinculture
4AnempiricalStudy
4.1Studymethodandexplanation
4.2Theclassificationoferrorsinthestudents’composition
4.3Thedetailanalysisoftheinfluentialerrorsinstudents’compositions
4.3.1Influencedbymorphology
4.3.2Influencedbyvocabulary
4.3.3Influencedbysyntax
4.3.4Influencedbydiscourse
5ThecountermeasurestoavoidnegativetransferinEnglishteaching
6Conclusion
References
Appendix
Acknowledgements
Nowadays,manyresearchersfindthattheinfluenceofthenativelanguageinChinesestudents’Englishlearningisbecomingincreasinglypowerful,anditisbelievedthatthemaininfluencewillbenegative.InthestudyofSLA,theinfluenceofL1totheacquisitionofSecondLanguagemaybepositiveandnegative,andwecallthempositivetransferandnegativetransferseparately.Formanyyears’study,SLAresearchershavefoundthatthemostobviouspartsappearinginthetransferofEnglishlearningarethepronunciation,syntax,vocabularyandcultureaspects.Asforthisstudy,IwilltrytousetheContrastiveAnalysismethodandtheErrorAnalysismethodtoinvestigatethenegativetransferoccurringinthehomeworkofthestudentsinpolytechnicschoolsoastogivemoreconcreteexamplesinSLAlearningandteachingsothattheycanavoidthenegativetransferorshiftthenegativetransfertopositivetransfer,thushelpthemtoachieveahighproficiencyofthesecondlanguage---English.Thematerialsincludedinthisstudyaretakenfromsomejournalsandbooksonthelibrary,aswellassomedatafromstudents’homework.AsforthespecialstudyofnegativetransferofL1,themethodologiesusedareContrastiveAnalysisandErrorAnalysis.ThispaperwillfirstanalyzethenegativetransferofL1inthesefouraspects,thenhaveanempiricalstudyoferrorsmadeinstudents’compositions,andtestifytheconclusionsthatmadebytheSLAresearchersandhypotheses,andfinallyputforwardsomesuggestionsandadvicestosecondlanguagelearningandteaching.Therefore,intheend,IhopethisstudycanhelptheChinesestudentsusingidiomaticEnglishratherthanChinglish.
Ⅰ.Studiesabroad
Asforthestudiesabroad,threeconceptsmustbementionedinthisSLAfield,thoseareContrastiveAnalysis,CreativeConstructiontheoryandUniversalGrammar.Firstly,weshouldknowwhatSLAis.Secondlanguageacquisition,orSLA,istheprocessesbywhichpeoplelearnlanguagesinadditiontotheirnativetongue(s).Justassecondlanguageisthestandardtermforanylanguagewhoseacquisitionstartsafterearlychildhood,includingwhatischronologicallythethirdorsubsequentlanguage,SLAistheacquisitionofanysecondlanguage.Thelanguagetobelearnedisoftenreferredtoasthe"
targetlanguage"
or"
L2"
(andSLAisoftencalledL2A,for"
L2acquisition"
).
ThenwhenitcomestotheContrastiveAnalysis,itoftenreferstothemainsourceoferrorsinL2isduetotransferofL1habits.ErrorscanbepredictedbyacontrastiveanalysisoftheL1andL2.BehavioristsbelievedthatSLAisaprocessthatconquertheoldhabitandformanewone.Basedonthistheory,LadoputforwardthisfamousContrastiveAnalysisandhishypothesis:
Peopletendtotransfertheirnativelanguageandculture’sform,meaningandtheirdistributiontoforeignethnics’languageandculture.AndthishypothesisisthebasicideaofContrastiveAnalysis.(Gaoyuan,2002)Themethodofittostudylearnererrorswasasimpleprocedureoffoursteps:
a,DescribingL1andL2;
b,Selectingalinguisticfeature;
c,MakingL1-L2comparisononthisfeature;
andd,Usingtheresulttopredictorexplainerrorsinlearners’L2performance.(DingYanren,2004)ContrastiveAnalysisbelievedthatallerrorsmaybetracedbacktoL1.
WhataboutCreativeConstructiontheory?
Itisatheorythatsecondlanguageacquisitionisaprocessbywhichalearnerconstructshis/herownrulesystemforthelanguagebeinglearned.ItbelievedthatduringtheprocessofSLA,it’snotthemothertonguebuttheuniversalcognitivemechanismandthelanguagenatureweretheimportantfactorsthatdeterminetheSLA.ItcompletelydenytheexistenceofL1transfer,thisextremepointofviewwascriticizedbymanyresearchers.(LvHongmei,YaoMeilin,2004)
Besides,UniversalGrammarofChomskywasalsoamusttobementioned.Universalgrammarisatheoryoflinguisticspostulatingprinciplesofgrammarsharedbyalllanguages,UGisthoughttobeinnatetohumans.Itattemptstoexplainlanguageacquisitioningeneral,notdescribespecificlanguages.Itcontainstheinnatenesshypothesisandthehypothesistestingtheory.Hebelievedthatachildisbornwithalanguageacquisitiondevice(LAD)inhisorhermind.ThisallowsthechildtomastertheL1withinaremarkablyshortperiodoftime.(DingYanren,2004)
II.StudiesatHome
Languagetransferisaheateddiscussioninrecentyears,andthereisanincreasingnumberofresearchersdoingthisstudy.Forexample,MaXiaoyongfromHenanUniversity,puttingforwardhishypothesis:
TheerroranalysisofthewritinginNMETwillhelpusunderstandthewritingsituationofhighschoolstudentsandtheexistingproblems,soastoimproveourEnglishteachinginChinainhispaper“TheTransferintoEnglishSyntacticAcquisitionbyChineseSeniorMiddleSchoolStudents.”andgottheresultthat:
Thesyntacticproblemsremaininstudents’writingsaremainlyinfluencedbyL1.Finally,accordingtothissituation,hegavesomesuggestions:
TeachersinhighschoolshouldremindstudentsthatthelogicinChineseandEnglishisdifferentandchoosingthebetterteachingmethodaccordingtoChineseteachingcharacteristics,aswellasimprovingtheirownprofessionallevel.(MaXiaoyong,2005)
AnotherpairofresearcherswereLvHongmeiandYaoMeilin,theyputforwardtheirhypothesisattheirpapernamed“OntheTransferofMotherTongueinSecondLanguageLearningandTeaching”as:
Atpresent,manyresearcherswoulddiscusstheL1transferfromtheanglesofphysicsandsocialsituation.Thoughtheanglewasdifferent,buttheyallagreedthatL1transferwasacomplexcognitiveprocesswhichwasrestrictedbymanyfactors.Atlast,accordingtotheirfindings,theyputforwardsomesuggestions:
Languageeducationshouldpromotepositivetransferandavoidnegativetransfer,createaproperstudyenvironmenttoletstudentshaveamaximumuseofL2andproperlyuseofmothertongue.(LvHongmei,YaoMeilin,2004)
ThesecondpairofresearchersshouldbementionedwereQiuJixinandLingbinfromZhejiangEducationInstitute,theyputforwardtheirhypothesis:
Instudents’writings,vocabulary,sentence,textaremarkedbytheinterferenceofChinese.Theirmethod:
experimentstudyandErrorAnalysisinthepapernamed“NegativeTransferofChineseinEnglishWritingandItsSolutions”,andhadthefindings:
ThemanifestationsoftheChineseinterferenceare:
intralingualerrors,interlingualerrors,Chinesewayofthinking,andChinesetextpattern,finallytheygavesomesuggestionstoEnglishlearningandteaching:
strengtheningtheinputofrecitation,theapplicationofwordsandexpressionsinthecontextandtheanalysisoftextconstruction.(QiuJixin,Lingbin,2003)
ThelastresearchershouldbementionedwasLiBolifromChongqingTechnologyandBusinessUniversity,inhispaper“NegativeMigrationofLanguageandtheAppearingofChinese-styleEnglish”,heputforwardhishypothesis:
ThenatureofnegativetransferofL1isthesourceofChinglishandChinglishisthemanifestationofnegativetransferofChineseinEnglishlearning,andgothisfindings:
Chinglishcanbefoundintheusingofvocabularyandtheculturalaspect.Thenhegavehissuggestions:
LearningEnglishshouldunderanaturalandrelaxedenvironmentandshouldhaveastrongconnectiontotheactualcontext.Also,learnersshouldbesuggestedtoparticipateinvariouskindsofsocietyactivities.
IV.Summary
Afterreadingallthereferences,inmyopinion,thetargetsofmanyofthestudiesarenotsoclear,andtheyoftentalkedabouttheinter-languagetransfer,wh
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- On the Negative Transfer of L1 in Chinese Students English Learning
链接地址:https://www.bingdoc.com/p-6724092.html