语言学负迁移论文 5页

外国语学院英语语言学学期论文2011至2012学年度第2学期题目：浅析汉语的负迁移对英语学习的影响姓名:年级:学号:EffectofnegativetransferofChineseonEnglishlearningAbstract:Transferisacommonphenomenonwhichwidelyexistsinallkindsofknowledgeandtechniquesleaning.Duetotheeffectoftransfer,almostalltheacquisitionexperiencearerelatedinseveralways.IntheEnglishlearning,sinceEnglishandChinesearedifferentlanguagesystemsanddifferinmanyways,negativetransferwillemergewhenChinesestudentsstudyEnglish.Ononehand,thisphenomenonisrelatedtothecognitiveleveloflearners,ontheotherhand,it，sboundupwithstudents?relevantabilitydevelopmentwhichteachersneglectintheteaching.ThisthesisexplorestheeffectofnegativetransferofChineseonEnglishlearning,theteachingprinciplestopreventChinesenegativetransfer,Englishlearning\nstrategiesunderChinesetransfer.KeyWords：Chinese；negativetransfer；Englishlearning；EnglishTeaching论文摘要：迁移是学习屮的一种普遍现象，它广泛存在于各种知识、技能的学习屮，也正是山于迁移的作用，所有的习得经验儿乎都是以各种方式相互联系起來的。在英语学习中，由于英语和汉语属于不同语系，两种语言在很多方而存在差杲，导致了中国学生学习英语时负迁移现彖的产生，这一方面与学习者本人的认知水平有关，另一方面也与教师在教学中忽视学生相关能力的培养有关。这篇论文主要研究了汉语负迁移对英语学习的彩响，避免汉语负迁移的教学方法以及在汉语负迁移下的学习策略。关键词：汉语；负迁移；英语学习；英语教学IntroductionLanguagetransferplaysavitalroleinthesecondorforeignlanguagestudy.SincetheculturedifferencesbetweenChinaandwesterncountries,foreignlanguagelearnersareofteninterferedbythenegativelanguagetransfer.Moreover,theseeffectsmainlyareembodiedinthedifferencesofgrammaticalmorpheme,vocabulary,syntax,anddiscourse.Therefore,weneedtolearnmoreaboutthelanguagetransfertoavoidmuchmoreserioustransferphenomenaandsearchmoreeffectiveteachingmeasurestodeclineit.Atthesametime,EnglishteachersshouldlearnlotsoflinguisticknowledgeaboutsecondlanguageacquisitionandtryyourbesttohelpEnglishlearnerstogetridoftheeffectofnegativetransferofnativelanguage.1.DefinitionoflanguagetransferLanguagetransferismeantthepsychologicalprocesswherebypriorlearningiscarriedoverintoanewlearningsituation(GassandSeiinker,2001；66),orutheinfluenceresultingfromthesimilaritiesanddifferencesbetweenthetargetlanguageandanyotherlanguagethathasbeenpreviously(andperhapsimperfectly)acquired”(Odlin,2003)(Hu,2001).Andthestudent'slearnedknowledgeandskillsinthenativelanguagecanbetransferredtothesecondortheforeignlanguage,ifit"sbeneficialtothestudyof\nforeignlanguage,wecalltheeffectaspositivetransfer,otherwiseit，scallednegativetransfer.1.EffectofnegativetransferofnativelanguageonEnglishlearningThoseforeignlanguagelearnersstudysecondlanguageisonthebasisofnativelanguagerules,sowhentheylearntheforeignlanguagestheyunconsciouslyusenativelanguageasareferenceofforeignlanguagelearning.Andtheiroriginalvalueswillbetransferredinevitably,thereforemanyChinesestudentsmakesomeChinglishsentencesanddiscoursesastheystudyEnglish.Asaresult,foreignlanguagelearnersaredeeplyinfluencedbytheirnativecultures.Accordingtotheanalysis,themistakesoftenoccurasthefollowing.1.1TheinterferenceofmorphologyChineseisakindofisolatedlanguageandgenerallypeoplecannotfindsomegrammaticalmoiphemeintheChinesevocabulary.ComparedwithChinese,Englishpaymoreattentiontothemorphemechange.Duetothedifferences,Chinesestudentswillmakeanumberoferrorsinthemorphemeacquisition.Thiscanbeseenclearlyinthebelowexamples:Example(1):theheroesofthenationExample(2):thenation^heroesExample(3):TheclimateofBeijingiscolderthanthatofShangHai.Intheaboveexamples,sentence(1)isequaltosentence(2),andinthesentence(3)wecan'teliminate"thaf9inChinese.1.2TheinfluenceofvocabularyThisinterferenceismainlyshowedinthechoiceofwords.InEnglishtherearemanysynonyms,buttheyhavedifferentusage.Forinstance,weshouldchoose“fight，，and“others”inthefollowingsentences-Example(4):Sowemustknowitand(fight)againstfakecommodities-Example(5):Imuststudyharderthanother(others).\n1.1TheinterferenceofsyntaxAsanisolatedlanguage,Chinesecan*beusedbyaddingaffixesorthechangeofitself.Whenlearnersmeetsomedifficultsentencepatternstheywillturnthemtothesyntaxofnativelanguage・Meanwhile,sometimesitcannotworkwellbecauseofthelanguagesdifferences.Forinstance,inthefollowingsentencesweshouldcorrectexample(6)toexample(7).Example(6):Theywillcopywiththemandsellwithcheapprices.Example(7):Theywillcopythemandsellthemcheaply.1.2TheinterferenceofdiscourseNativelanguageoftenproducesthenegativetransferonthesecondacquisition.Becauseofdifferentlanguageacquisition,ChinesestudentsoftenwriteEnglishpaperswithChinesethoughtandlanguagehabit.Forinstance,inthefollowingsentences,wehadbetteruseexample(9).Example(8):Youcanalsoborrowitfromschool.Example(9):Onecanalsoborrowitfromschool.2.TheteachingprinciplestopreventChinesenegativetransfer3.1SituationalteachingprincipleLanguageisusedforhumarTscommunication.Asacommunicativetool,itmustberelatedtotherealsituation.Theselectionandorganizationoflanguageitemsarebasedonsituations.Ifweareonlyabsorbedinthegrammaticalformsandsentencepatterns,wewon^ttransferthisknowledgefromnegativeonetopositiveone.Hence,intheteachingtomakethemostofsituationisagoodwaytodeveloplanguagetransfer.3.2EnlighteningteachingprinciplePersonaltraitisakindofrelativelystablepsychologicalquality.Whenonelearnslanguageandconductsthelanguagetransferactivities,hemustbeaffectedbypersonaltrait,therefore,duringtheteachingteachershouldencouragestudentstocommunicateinEnglishbydifferentways.Inthiswayitcanarousestudents'creativethinking.Moreover,learnersshouldbetaughttohaveacorrectviewofgrammarerrors.Atlast,teachersguidestudentsproperlytobetheactiveforeignlearners.\n1.EnglishlearningstrategiesunderChinesetransferLanguagelearningisonepartofculturelearning.Culturelearningshouldbeprogressedstepbystep,insteadofpayingmoreattentiontothecertaincultureforashorttime.Asaresult,teachersshoulddevelopstudents'inter-culturalcommunicationcompetence.Andthecultureincludespopularculture,nationalcustom,lifestyleandsoon.Inaddition,value,timeconceptandproblemsolvingsolutionarealsoimportant.Thatistosay,studentscangetdifferentkindsofculturesfromseveralchannels,suchasreading,communication,andmassmedia.What'smore,wecanlearnEnglishindifferentbydifferentperspectives.Forinstance,wecanstudywesternculturebycomparingwithChineseculture.OnlyinthiswaycanwehaveabetterunderstandingofEnglishlearning.2.ConclusionDifferentcountrieshavedifferentcultures.Andtherearesimilaritiesandspecialtiesindifferentcultures.Moreover,similaritiesprovidereasonsandguaranteeforinter-culturecommunication,whilethespecialtybecometheobstaclewhichpeoplestudydifferentcultures.What，smore,thespecialtycanproducelanguagetransfer.Tostudylanguagetransferisbeneficialtoeliminatecommunicationobstacle,broadenthehorizonandpromoteculturecommunication.Therefore,it，salsonecessaryforEnglishlearnerstoknowmoreaboutChinesetransfer.References:3.Odlin,T.(1989).Languagetransfer.Cambridge;Cambridgeuniversitypress4.胡壮麟•语言学教程.北京：北京大学出版社，20015.俞理明.语言迁移与二语习得.上海：上海外语教育出版社，2004