【英语论文】汉语迁移在英语学习中的作用(英文) .doc
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1、The Role of Chinese Transfer in EnglishLanguage Acquisition汉语迁移在英语学习中的作用AbstractThe native language plays an inseparable role in second language acquisition and people can not afford to ignore it. In the course of English learning, students knowledge of their mother tongue invariably influences the
2、acquisition of L2 learning. During the English teaching and learning, when students are communicating with English, they are always influenced by their mother tongue in one way or another, or they may try to express English with the help of the knowledge of Chinese, then the L1 transfer occurs. Posi
3、tive transfer is good for the target language acquisition, whereas the negative transfer is a blocking stone for the acquisition. Key words: L1 transfer; positive transfer; negative transfer内 容 摘 要母语在二语习得中起着重要的不能忽略的作用。在英语教学活动中,学生在用英语进行交际时,总在某个或某些方面受到母语的影响,或试图借助于母语的知识来表达思想,这时就会产生语言迁移现象。正迁移有利于目标语学习,负迁
4、移阻碍学习。关键词:母语迁移;正迁移;负迁移The Role of Chinese Transfer in EnglishLanguage Acquisition1 IntroductionWhen Chinese students study English, they are inevitably influenced by their mother tongue, and gradually transfer the rules of Chinese language into English, and gradually they would produce Chinglish . T
5、his is known as language transfer. This paper tries to find out the similarities and differences between Chinese and English through contrastive analysis, so as to find out the influences of Chinese into English. These influences are either positive or negative. They are separately known as positive
6、 transfer and negative transfer. Positive transfer is good for the acquisition of English, it can facilitate the learning of English, whereas negative transfer is a blocking stone for English language acquisition, it may postpone the process of English language acquisition. Based on these concepts,
7、this paper tries to analyze the L1 transfer phenomenon in Chinese students English learning, and probes into the reasons for those transfers. They can take various measures to deal with problems caused by language transfer to bring into full play the effect of positive transfer and try to hold back
8、the effect of negative transfer effectively.2 L1 transfer on English learningWhen we hear non-native speakers using English we are frequently able to make a good guess about the native language of those speakers. This may be the effect of a particular foreign accent, or of particular syntactic, morp
9、hological or lexical features characteristic of the native language in question. Transfer of linguistic properties from a speakers L1 into L2 is a pervasive feature of SLA (Towell, 1994). Transfer seems to affect all linguistic levels: phonetics (phonology; pronunciation), syntax (the construction o
10、f sentences), morphology (the internal structure of words), lexicon (vocabulary), and discourse (the communicative use that sentences are put to). We are almost aware of transfer in SLA where the L1and L2 differs on a particular property, because this leads to patterns in the speech of the non-nativ
11、e speaker not found in the speech of the native speaker. Zobel (1994) has noted that the acquisition of the determiners a/ the in English is faster for L2 learners whose native language also makes a distinction between indefinite and definite determines (such as French and Spanish ) than for those L
12、2 learners whose native language does not make such a distinction (such as Chinese or Russian ). Lado (1957) pointed out that the student who comes into contact with a foreign language will find some features of it quite easy and others extremely difficult. Those elements that are similar to his nat
13、ive language will be simple for him, and those elements that are different will be difficult.Generally there are two kinds of transfer: the positive transfer and the negative transfer. When there are some similar features between native language and target language, positive transfer may occur. When
14、 there are some different features between the native language and the target language, the negative transfer may occur. Dai & Wang (2002) noted that the similarity of vocabulary can promote the reading ability of the target language; the similarity of vowel system could make the discrimination of s
15、ounds easier; the syntactic similarity is good for the acquisition of grammar. Similarly, Yu Liming (2004) pointed out that the semantic similarities between the native language and target language can shorten the time needed for building good comprehensive ability. The positive transfer is good for
16、 the target language acquisition, whereas the negative transfer is a blocking stone for the acquisition. In the course of foreign language learning, the influence of L1 transfer is hard to be completely get rid of. The negative transfer can not be ignored, it constitutes the negative elements for th
17、e acquisition of phonetics, semantics, syntax, and grammar, and makes it hard for learners to acquire native-like language.L1 transfer includes the transfer of linguistic knowledge and the social cultural transfer. Linguistic knowledge includes the knowledge of phonology, semantics, syntax and disco
18、urse structure etc. while the knowledge of social culture is the different behaviors and customs of different culture. 3.1.2 Positive lexical transferSemantic transfer is a phenomenon that frequently occurs and it is also the earliest occurred transfer in second language learning. Especially for tho
19、se learners who have finished their L1 acquisition, when they begin the second language learning, they naturally use a lot of vocabulary of their L1 to facilitate the semantic acquisition of a foreign language, so as to turn the abstract symbol into concrete and meaningful notion. Take the word book
20、 for example, when learning the word Chinese students are prone to apply Chinese word 书 to help understand the English equivalent by giving the word the same notion as Chinese 书. Given that the Chinese learners equate the notion of read and 读. when they encounter the phrase read a book, they will na
21、turally translate the phrase into 读书. Those phenomena which frequently occur in the course of L2 learning help students to understand and memorize the second language. Those transfers are known as positive transfer in semantics. 1) As for the formation of words, one of the formations of Chinese comp
22、ound word is to attach a affix to a root. There are two kinds: first, affix + root, for example, 第:第五,第九. Second, root + affix, for example, 子:刀子,胖子. It is similar to English compound words. For instance, suffixes -er, -or, are similar to Chinese suffixes-家,-者 (writer and 作家/作者) ( Tang, 2004 ).2) As
23、 for the part of speeches, there are noun, verb, adjective, adverbial, conjunctions, and prepositions in the two languages.3) As for the meaning of words, a lot of words have equivalence in the other language. For instance, Chinese words 爸爸妈妈兄弟姐妹are equivalent to English words father mother brothers
24、 and sisters, this kind of equivalence make the learners to learn and memorize English words more efficiently. 3.1.3 Positive syntactic transfer First, five English sentence patterns are the same with Chinese sentence patterns:1) s+ vi+ predicate: She is American girl. (她是个美国女孩。)2) s+ vi: She cries.
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