漢語的正遷移與負(fù)遷移對(duì)英

1、漢語的正遷移與負(fù)遷移對(duì)英語學(xué)習(xí)的影響AbstractIn China, most peoples second language learning is learning English, and most Chinese students English learning is under the condition of having a command of Chinese. So, the habit of Chinese must have some effects on the command of English. On the basis of the language sim

2、ilarities, it is regarded to be positive. However, since they belong to different language families with differences in phonetics, semantics, culture and some specific grammar rules, the learning experience of Chinese does hinder the learning of English to some degree. Realizing the deficiency of th

3、e research on transfer theory in the aspect of second language acquisition, scholars suggest that the main characters of the learner has the leading function in transfer, they hold the point that most transfer does not happened spontaneously, which needs learners to realize initiatively, and also, i

4、t needs learners high perception and the participation of working ability. Theories in this discipline, such as comparative - analysis theory, function significantly in the perception of different things among students. The author develops the present thesis from the perspective of second language a

5、cquisition, in the light of the former researches and achievements that have achieved in transfer theory; the author makes a pilot study on the effects of Chinese proficiency on English learning, aiming at improving the efficiency of English learning among Chinese learners. This paper intends to dis

6、cuss the positive transfer and negative transfer between Chinese and English from different aspects at different levels in detail. In the process of discussion, the paper introduces the concept of transfer, the historical development of transfer, and points out the three factors affecting transfer:

7、the language, the learning environment and the learner. Also, the paper discusses the strategies to deal with transfer. In the study, the author found that in the process of second language acquisition, having a good understanding of the differences between the two languages, and making full use of

8、the positive elements, and avoiding the influence of the negative elements are the most important. The paper is composed on the basis of previous studies. Since it is just restricted to elementary study, to the shortages, the author will make some deeper discussion in the future studyKey Words Chine

9、se; English learning; positive transfer; negative transfer 摘 要 在中國，絕大多數(shù)人學(xué)習(xí)的第二語言學(xué)習(xí)是學(xué)習(xí)英語，大多數(shù)中國學(xué)生是在掌握了漢語的情況下才開始學(xué)習(xí)英語，因此，原有的漢語知識(shí)必然會(huì)對(duì)新的語言系統(tǒng)的掌握產(chǎn)生影響。當(dāng)兩種語言存在相同之處時(shí)，產(chǎn)生正遷移。然而，由于英漢這兩種語言屬于不同的語言體系， 他們?cè)谡Z音，語義，文化，以及特別在一些語法反面有差異，漢語的學(xué)習(xí)經(jīng)歷在某種程度張阻礙也英語的學(xué)習(xí)。在二語習(xí)得領(lǐng)域，好多學(xué)者意識(shí)到對(duì)遷移理論研究的不足， 他們相繼指出學(xué)習(xí)者的主體特性在遷移中起著主導(dǎo)作用，認(rèn)為大部分的遷移都不是自動(dòng)發(fā)生的

10、，需要學(xué)習(xí)者的主動(dòng)意識(shí)及高級(jí)的認(rèn)知加工能力的參與。該領(lǐng)域的相關(guān)理論，如，對(duì)比分析理論，對(duì)學(xué)生對(duì)不同事物的認(rèn)知方面起到顯著作用 。本研究從二語習(xí)得理論角度出發(fā)，以對(duì)遷移理論方面所取得的研究成果為基礎(chǔ)， 探究漢語對(duì)英語學(xué)習(xí)的影響，旨在提高中國學(xué)習(xí)者英語學(xué)習(xí)的效率。本文力求從不同的方面，角度詳盡地論述漢語和英語之間存在的正遷移和負(fù)遷移。在討論的過程中，介紹了遷移理論，遷移理論的歷史研究狀況，指出影響遷移的三個(gè)方面的因素：語言，學(xué)習(xí)環(huán)境和學(xué)習(xí)者。同時(shí)，還討論了對(duì)待遷移的策略。研究發(fā)現(xiàn)，在二語習(xí)得過程中，對(duì)二語之間的差異有個(gè)很好的了解，充分利用積極因素，避免其不利因素是最為關(guān)鍵的。本研究以現(xiàn)有的研究成果

11、為基礎(chǔ)，由于是初步研究，對(duì)于其中存在的諸多不足，作者將在以后的研究中作進(jìn)一步探討。關(guān)鍵詞 漢語；英語學(xué)習(xí)；正遷移；負(fù)遷移Chapter One IntroductionThe effects that native language has on second language learning are one of the important problems that physiology and second language acquisition research discuss about. To those foreign language learners, who have

12、a command of the basic phonetic, vocabulary, semantic and grammar structure of a language, their learning of foreign language learning of phonetic, vocabulary and grammar structure must be influenced by the phonetic, vocabulary, semantic and the knowledge of grammar of their native language. Otherwi

13、se, different nations have different language communication styles and speech patterns. In this aspect, the way a native language is used must influence the communication mode and speech pattern of the foreign language when learning a foreign language. This effect is called the phenomena of transfer

14、 in foreign language learning. Generally speaking, transfer can be classified into two types, positive transfer and negative transfer. Transfer will be positive when learners native language and second foreign language habits are the same. When the two languages are different in structure, negative

15、transfer occurs. Thus differences between the native language and second foreign language create learning difficulty which results in error, while the similarities between the two languages facilitate the foreign language learning, making it more rapid and easier. To the aspect of second language ac

16、quisition, mother tongue has close relation with target language. With the opening and reforming, English has been an important course in schools. More and more people realize the importance of English and become English learners to meet the challenges. In China, English is taught in most primary sc

17、hools in the cities from Grade Three and in all the middle schools in the whole country. In a long term, English will be a major course from primary school to university learning. Even though one has graduated from university, he has to get in touch with English frequently, In China, CET-4 and CET-6

18、 are set in most colleges and basically everyone has to pass the CET-4, and everyone is trying his best to pass them. To some learners, English is a new thing and due to curiosity, they may have enough warmness and confidence at the beginning of English learning. Later, when they meet various diffic

19、ulties and blocks, they lost their confidence gradually even at last most of them have to give it up. To some students and some adults, their purpose to learn English is only to meet the demands of exams. According to some surveys, we are seriously affected by the native language Chinese in the proc

20、ess of English learning. A lot of people cannot break away from the control of the native language, because the two languages are quite different in some aspects. This is negative transfer of Chinese. On the other side, the similarities between Chinese and English contribute to the English learning,

21、 but they havent realized. Because most of time, the negative effects of Chinese overweight the positive effects on English learning. Now, the transfer issue is widely used in the process of language learning. As Chinese English learners, the basic understanding of transfer and transfer theory, will

22、 help to know how Chinese affect English learning. The following several parts mainly deal with the problems that many Chinese English learners pay great attention to. Chapter Two Literature ReviewIn this part, the paper deals with several issues: The concept of transfer which includes positive tran

23、sfer and negative transfer, the history of study on transfer and factors affecting transfer, aiming at making readers have a basic understanding of transfer. 2.1 The concept of transfer Though Language transfer in foreign language learning has been universally accepted, they are firstly associated w

24、ith the interference in behavior theories of foreign language learning. However, it is now widely accepted that the influence of the leaners native language cannot be adequately accounted for items of habit formation as the behaviorist put it. Transfer has been used by educational psychologists and

25、educators to describe the use of past knowledge and experience in new situations. In foreign language learning, transfer refers to the effect to one language, usually the native language, on the learning of another, usually the foreign language. This is also a common strategy employed by the foreign

26、 language learners. A good many linguists have various definitions for the term: Kellerman suggested in his work Aspects of Transferability in Second Language Acquisition in 1987 that the term be restricted to those processes that lead to the incineration of elements from one language into another.

27、Odlin offers this definition of transfer in his book Language Transfer in 1989: Transfer is the influence resulting from the similarities and the differences between the target language and any other language that has been previously（and perhaps imperfectly）acquired. This definition thus suggests th

28、at transfer can occur at any levels, strategic, linguistic, discourse and pragmatic. Inter-language, such as a semantic formulate, strategy, or linguistic form, occurs in the native language, target language and interlanguage data. Transfer can be classified into positive transfer and negative trans

29、fer as follows: 2.1.1 Positive transfer When the relevant unit or structure of both languages is the same, linguistic interference can result in correct language production called positive transfer“correct” means in line with most native speakers notions of acceptability. An example is the use of co

30、gnates. However, that language interference is most often discussed as a source of errors known as negative transfer. The results of positive transfer go largely unnoticed, and thus are less often discussed. Nonetheless, such results can have a large effect. Generally speaking, the more similar the

31、two languages are, the more the learner is aware of the relation between them, the more positive transfer will occur. For example, an Anglophone learner of German may correctly guess an item of German vocabulary from its English counterpart, but word order and collocation are more likely to differ,

32、as will connotations. Such an approach has the disadvantage of making the learner more subject to the influence of “false friends”. 2.1.2 Negative transfer Negative transfer, also called interference, means that the learning experience of one language prevents the acquisition of a second language. I

33、t occurs when speakers and writers transfer items and structures that are not the same in both languages. Within the theory of contrastive analysis, the greater the differences between the two languages, the more negative transfer can be expected. It was examined by researchers in the 60s（Postman an

34、d Stark, 1969）and they found differential learning between trials. Specifically, differences in the learning rates provided clear evidence of the negative transfer phenomenon.2.2 The history of study on language transferTransfer and transfer theory can be traced back to as early as 200 years ago（Zho

35、u, 1997）. Yet, learning transfer theory concerning foreign language learning came into being just in the 1950s. It refers to the phenomenon that learners try to employ sentence intonation, lexical meaning, grammatical structure and cultural habit of the mother tongue when they communicate in the tar

36、get language. Actually, this Phenomenon is very common in foreign language learning. Language transfer phenomena have exerted considerable attention on foreign language learning: People in the past conducted detailed investigation and research on transfer phenomena in learning a foreign language. In

37、 the previous research, the climax is in the 1960s. Founders of the theory are Skinner and Lado, believed that it is important to contrast between native and second language and find out similarities and differences. As similarities can promote positive transfer from first language to second languag

38、e and differences may cause negative transfer. But, Chomsky and Selinker opposed. Researchers propose some evidences from experiments to prove the influences of first language acquisition on second language acquisition. There are numerous theories for native language research, including comparative-

39、analysis theory, creative-constructional theory, universal-generative grammar theory, etc. 2.3 Factors affecting transfer Factors affecting transfer in foreign language learning are various. Generally, they can be classified into three categories:（1）the language;（2）the learning environment（3）the lea

40、rner（Burstall, 1987）. Among the three, the learner is the most active, which plays a primary role in the leaning process. The other two are secondary. Thats because, in the first place, they themselves dont change much in a learning process. And secondly, they affect foreign language learning throug

41、h the medium of the learner. In other words, the inner conditions of “the learner” may modify their eventual functions, and the language and learning environment are secondary, which tells why learners who have varied achievements in the same environment when learning the same subject. Therefore, th

42、e learner should be the central point in foreign language learning. Briefly, the three aspects can be classified into the six factors: kinship between native language and foreign language; learning stages; learning environment; teaching methods; linguistic knowledge and experience; learners cognitiv

43、e ability. Chapter Three The Effects of Chinese on English Language LearningIn the process of second language acquisition, the phonetic, vocabulary, meaning, grammar and culture of the native language must have influence on second foreign language learning. As to the similarities and differences bet

44、ween native language and second language, they will result in transfer, which has positive influence and negative influence on second foreign language acquisition. This part mainly discusses the positive influence and negative influence of Chinese on English language learning. 3.1 Positive transferS

45、ometimes if we compare the differences between Chinese and English, it can deepen our understanding of English, which can also contributes to English language learning. Just as Rod pointed out in his book Intercultural Linguistic: “When students come into contact with a foreign language, they will f

46、ind that some characteristics of this language are very easy, and some are very difficult. Among these characteristics, those which are similar with their mother tongue are easy for them, and those which are different from their mother tongue are difficult for them. If teachers can compare the forei

47、gn language with student s mother tongue and find out the differences between them, they will be better known what the real difficulties of learning a foreign are and they can get prepared for the teaching of these difficulties, which can improve the qualities of foreign language teaching. ” So we c

48、an know that comparing and analyzing the differences between Chinese and English are good for the learning and command of English. Generally speaking, the target characteristics of a language show the positive transfer of the native language. The fact that English and Chinese belong to one form of l

49、anguage means that they have something in common. Under the help of target language characteristics, the use of Chinese is good for the learning of English. Rod also said that native language was a kind of knowledge resources. As learners, they will consciously or unconsciously use this resource to

50、help them check the inputting second language or foreign language data, helping themselves use their goal language. Based on these views, the common characteristics and different characteristics between Chinese and English can result to positive transfer in the process of English learning. In this p

51、art, I will discuss the positive transfer from the following aspects: 3.1.1 The word order of declarative sentenceAs English and Chinese all follow the structure of Subject, Verb and Object, so the three elements, subject, predicate and object, almost have the same arrange order both in an English s

52、entence and in a Chinese sentence. Such as: We bought five bags（我們買了五個(gè)包）.Thus, in the process of translation, for some long sentences, no matter it is to translate Chinese to English or translate English to Chinese, learners can find out the trunk of the sentence: subject, verb and object first, and

53、 then find out other elements, such as attribute, and so on. Then, the translation will be easier. 3.1.2 The pronunciation of loanword and onomatopoeia Because of communication of Chinese culture and western culture, now more and more loanwords appear in English. Among these words, most of them are

54、words created based on pronunciation, whose pronunciation is similar with the pronunciation of the Chinese words which have the same meaning with the loanwords. Such as: sofa沙發(fā), beer啤酒, coffee咖啡, etc. Onomatopoeia are words which are created according their pronunciation, mostly, they imitate the so

55、und created by human, animals, plants and machines and so on. Such as: hey（嘿）, hiss（嘶嘶聲）, buzz（嗡嗡聲）, tick（嘀嗒）. So when remembering and understanding these words, if we base on their Chinese meaning, it will be no longer difficult for us. 3.1.3 The expression of words In English and Chinese, the real

56、 meaning and derivative meaning of some words are the same, so the way they are expressed generally has no differences. Such as the word “blood” its original meaning is “血液”, so we can express like this: cold-blooded （冷血的）, warn-blooded （熱血的）, fuse new blood （輸入新鮮血液，即補(bǔ)充新生力量）. Similarly , “heart” mea

57、ns the organ of ones body “心、心臟” , so we can also expresses like this : break ones heart （傷某人的心）, lose heart （灰心）, with all ones heart （全心全意）, from the bottom of ones heart （從心底起）.3.2 Negative transferAs is known, Chinese belongs to Sino-Tibetan system, and English belongs to the branch of Indo-Euro

58、pean family, so the differences between these two languages are in the use of language, vocabulary, grammar, thinking mood and culture and so on. Since most Chinese students English learning are on the base of understanding some native language, as a result, Chinese, as a native language, the negati

59、ve transfer it result in overweight the positive transfer it result in the English learning practice, baffling English learning. This part will mainly discuss the negative influence of Chinese proficiency on English language learning from the following aspects: 3.2.1 Phonetics In phonetic, Chinese phonetic structure has negative effect on English learning. There is div