Chinese Negative Transfer in ChineseEnglish Interpretation汉英口译中汉语负迁移研究.doc

Chinese Negative Transfer in Chinese-English InterpretationAbstractChinese negative transfer is an interference which proves to be an obstacle for Chinese learners of English as a second language , i.e., English L2 acquisition, resulting in error expressions of great discrepancy between C-E interpreters and native speakers of English. Chinese-English interpretation is a cross-linguistic activity with its own features, which is influenced by several factors, say, the habit of associating Chinese counterparts in speaking and writing English words or phrases. It is inevitable that negative transfer will take place. Three levels of Chinese negative transfer in Chinese-English interpretation are analyzed in this thesis. They are lexical level, syntactic level and pragmatic level. They are illustrated with examples in order to find out the causes of the errors in Chinese-English interpretation. Meanwhile, a case study is conducted to evidence the theory in this thesis.Key words: Chinese negative transfer, error, interpretation汉英口译中汉语负迁移研究摘 要由于汉英两种语言在词汇、结构和文化等方面存在着差异，而在口译活动中，译者受时间限制与压力等的制约，汉语负迁移现象在所难免。本文从词汇、句法及语用的层次对汉英口译中汉语负迁移现象进行了分析及探讨，旨在帮助译者认识原语干扰现象，提高汉英口译的质量。关键词：汉语负迁移；语误；口译Table of ContentsAbstracti摘 要ii1 Introduction12 Basic Definitions22.1 C-E I and its Features22.1.2 Process of C-E I22.1.3 Features of C-E I42.2 Language Negative Transfer and its Consequences52.2.1 Language Negative Transfer52.2.2 Consequences of Language Negative Transfer62.3 Summary73 Analysis Of Chinese Negative Transfer In C-E Interpretation83.1 Lexical Transfer83.1.1 Errors in Function Words83.1.2 Errors in Content Words113.1.3 Errors in Wording133.2 Syntactic Transfer143.2.1 Errors in Agreement143.2.2 Errors in Word Order153.3Pragmatic Transfer153.4 Summary174 A Case Study174.1 Method174.1.1 Subjects174.1.2 Design174.1.3 Materials184.1.4 Procedure184.2 Results184.3 Discussion195 Conclusion20References21Acknowledgements22Chinese Negative Transfer in Chinese-English Interpretation1 IntroductionLanguage transfer, which is also known as L1 interference or linguistic interference, is an important issue in second language acquisition. It usually exerts an influence on speaking a second language. There are two types of transfer, positive and negative. Positive transfer facilitates second language acquisition due to the influence of cross-linguistic similarities, while negative transfer results in errors, overproduction, etc.Interpretation is a cross-linguistic activity which will be influenced by the habit of using L1. It is inevitable that negative transfer will take place. On the other hand, interpretation is a special task for the reasons that the interpreters work under temporal pressure and need good memory, etc. Consequently, negative transfer happens more often than most of other relevant activities. In this thesis, the author focuses on the Chinese negative transfer (CNT) in Chinese-English interpretation (CEI). Related materials are provided in the thesis and analyzed, evidencing the theory of negative transfer in second language acquisition. With the features of interpretation taken into consideration, the thesis tries to analyze the CNT in CEI against data, collected from previous studies, in terms of three levels: lexical, syntactical, and semantic. Furthermore, a case study is conducted of the juniors and seniors in Foreign Languages School of Shaoguan University.Finally, some relevant strategies are suggested for the purpose of minimizing CNT and improving the quality of CEI.2 Basic Definitions2.1 C-E I and its Features It is necessary to introduce C-E I and its features here for the reason that the interpretation is a special activity where CNT arises and the further discussion requires some basic information about it.2.1.1 Definition of C-E IInterpretation is not only “a form of translation in which a first and final rendition in another language is produced on the basis of a one-time presentation of an utterance in a source language,” but also an activity “performed for the benefit of people who want to engage in communication across barriers of language and culture.” (Pochhacker, 2004: 10-11)Interpretation, a form of translation, is essentially a complex communicative act. For many, interpretation is seemingly just an oral translation used in daily communication and therefore deals with simple expressions. But for interpreting service delivered at high levels, it is often applied for formal conferences, especially international conferences. It is easily understood that, in this thesis, C-E I is a process of transferring Chinese to English in the oral form in order to convey the information.2.1.2 Process of C-E IThe process of interpretation is more than simplely one of decoding, coding, and encoding. According to Chen (2005), the interpreting process is as follows: Party A Interpreter Party BMeaning Voice Array A Code A Voice Array BDecoding, acquiring meaningCode B MeaningVoice Array CFigure 1. Process of Interpretation (in Chen, 2005)Figure 1 above shows that the process of interpretation involves five components, namely, input (i.e. Code A), decoding, memory (i.e. acquiring meaning), encoding, and output (i.e. Code B).(I) InputInput is the first step in interpretation. What it means is that the interpreter extracts the words and sentences from the source language. It is very important that the interpreter should highly concentrate on the context from Party A in order to avoid missing information. (II) DecodingThe process of decoding involves the shift from thinking in the source language to thinking in the target language. The interpreter “recognizes the meaning of sentence elements and the underlying logical relationship between them” and then “completes comprehension of the source language speech.” (Zhang, 2006: 3-4)(III) MemoryA qualified interpreter requires a good memory because it influences the result of interpretation directly. It is clear that short-term memory is very important in interpretation since the information in source language should be stored in the memory for some time. There are also some factors which hinder the memorizing such as the speakers accent, the topic of the speech and differences between source language and target language.On the other hand, according to Seleskovitch (1978), memory can be divided into two types: substantive memory and verbatim memory. The former refers to catching the meaning by rapid analysis and understanding of the message, while the latter means to memorize the original words or sentences of the message. Substantive memory is the key method since it is difficult for the interpreter to remember all of the words in source language. It is undoubted that verbatim memory is inevitable in interpretation for the reason that such words as certain numbers, names and headings have to be accurate.(IV) EncodingEncoding refers to the interpreter reconstructs the messages from source language into target language based on understanding of them. In this process, the interpreter should pay attention to the words and sentences in target language, the completeness of the context and the style of the speech. Meanwhile, the interpreter has to organize the speech. Difficulty in speech organization is inevitably encountered because of the differences between the source language and the target language and therefore negative transfer happens, which will later be discussed in details.(V) OutputThe last phase of interpretation is output, namely, expression. It is a key stage of the process and the symbol of success or failure of the interpretation. If the interpreter cannot express the message accurately, fluently and clearly, the interpretation is not a successful one though he or she has a good listening and comprehension.2.1.3 Features of C-E IFirstly, the interpreter works under temporal pressure. The interpreter usually has no time for preparation. Although they can prepare for the theme or topic that the speaker may talk about before he or she works, he or she can hardly guess the exact words the speaker will use. In addition, the role of interpreter decides that he or she cannot occupy too much time. Secondly, interpreter works under tremendous pressure from working environment. The interpretation sometimes takes place in relaxed atmosphere like guide interpretation. In most of the time, however, the interpreter works in an atmosphere of serious. Consequently, the interpreters especially those who lack of experience will lose confidence and cannot perform well. Thirdly, the interpretation requires interpreters comprehensive ability e.g. the ability to listen and to speak, comprehension and reaction. Being a good listener is very important to an interpreter. This requires the interpreters concentration on the message from the source language speaker. Meanwhile, the interpreter should speak fluently in both source language and target language in order to make the listeners understand the text in target language easily and clearly. Additionally, taking notes is one of the parts of interpretation in some places where the interpreter is allowed to do. Finally, interpreter should finish the work independently. In practical work, the interpreter cannot look up the dictionaries or get any help from others when the difficulties occur to test his or her ability. 2.2 Language Negative Transfer and its Consequences2.2.1 Language Negative TransferAs is known to all, every interpreter is first and foremost a bilingual who is able to speak both the source language and target language. The source language and target language is not acquired at the same time. Therefore, if we observe carefully, we can find that a Chinese usually speaks English with Chinese accent. The influence of the source language always occurs in other language levels e.g. vocabulary, grammar, syntax, etc. Such phenomenon is called language transfer.“The term transfer is first defined technically by behavioristic psychologists to refer to the process of automatic, uncontrolled and subconscious use of past learned behavior in the attempt to produce new responses.” (Yue, 2006: 87) There are two types of transfer, positive and negative. Positive transfer facilitates second language acquisition due to the influence of cross-linguistic similarities, while negative transfer results in errors, overproduction, etc.According to Odlin, negative transfer refers to “cross-linguistic influences resulting in errors, overproduction, underproduction, miscomprehension, and other effects that constitute a divergence between the behavior of native and nonnative speakers of a language.” (Odlin, 20011989: 36) Admittedly, negative transfer takes place in dual directions, i.e. not only from the first language (L1) to a second langue (L2) or third language but also vice versa. In C-E I, the negative transfer arises mainly from Chinese. This thesis, therefore, focuses on source language negative transfer i.e. Chinese negative transfer in C-E I.2.2.2 Consequences of Language Negative TransferOf the two types of language transfer, negative transfer is more worth researching since most of the L2 speakers find it hard to deal with the difficulties in communication resulted from negative transfer. Its necessary to mention the consequences of language negative transfer.According to Odlins definition of negative transfer, which is mentioned above, the consequences of language negative transfer are as follows:To begin with, the L2 speakers often use L1 patterns or rules in speaking L2, which result in errors in the target language. Ungrammatical or unidiomatic expressions are usually found in the speech production of a L2 speaker. For instance, the following sentences are made by some Chinese, which are not unusual:(1) Now is the time to get up. (Wrong) (2) It is the time to get up now. (Right)(3) “The living standard of people / Peoples living standard in both urban and rural areas continued to grow up.” (Wrong)(4) “Living standard in both urban and rural areas continued to rise.” (Right)Moreover, although some language structures are frequently used in target language, the second language speakers seldom to use them. This phenomenon is the second consequence of language negative transfer- underproduction. The reason why the second language speakers avoid using some linguistic structures is that they find them difficult because of the differences between the native language and the target language. It is reported that “Chinese and Japanese students of ESL tended to use fewer relative clauses than did students whose languages have relative clause structures more like those of English” (Odlin, 2001:37).What is more, overproduction is the third consequence of language negative transfer. Second language speakers tend to use their native language structures to facilitate the speaking of target language. It is found that “the native speakers of English used more direct expressions of apology than native speakers of Hebrew and that they tended to transfer this into L2 Hebrew” (Ellis, 1999:306).Finally, since there are many differences between the culture of the L1 country and L2 country, L2 speakers usually understand the messages with their own cultural perception. Hence, miscomprehension occurs. A typical example is “Every dog has his/its day.” It is not unusual for Chinese to regard the “dog” as a kind of animal, while the exact meaning is that “Everyone has good luck or success at some point in their life.”2.3 SummaryInterpretation is a special service activity in the communication between cross-cultural people. Since the interpreter is a bilingual, he or she has to face the problems affected by language negative transfer. Language negative transfer results in some consequences in interpretation, thus, it is worth researching it.3 Analysis Of Chinese Negative Transfer In C-E InterpretationLanguage negative transfer, as is stated above, affects the interpretation. This thesis focuses on Chinese-English interpretation. Hence, Chinese negative transfer is what should be involved. In this chapter, a detailed analysis is analyzed from the perspectives of lexis, syntax and pragmatics.3.1 Lexical TransferLexis is the basic factor of a language. Lexical errors in C-E I usually happen due to lexical transfer. In this section, the lexical transfer is analyzed in terms of function words (articles, prepositions and pronouns), content words (nouns, verbs and adjectives) and word collocation.3.1.1 Errors in Function WordsIn English, function words consist of prepositions, pronouns, determiners, conjunctions and auxil