藏族學(xué)生三語(yǔ)的習(xí)得過(guò)程中句法負(fù)遷移現(xiàn)象分析以河北師范大學(xué)附屬民族學(xué)院為例

1、分類號(hào)：H3110710-2009113017碩士學(xué)位論文藏族學(xué)生 三語(yǔ)習(xí)得 過(guò)程中旬 法負(fù)遷移 現(xiàn)象分析-以河北師范大學(xué)附屬民族學(xué)院為例許寧導(dǎo)師姓名職稱劉宇副教授外國(guó)語(yǔ)言學(xué)及應(yīng)用語(yǔ)言學(xué)申請(qǐng)學(xué)位 級(jí)別 碩士學(xué)科專業(yè) 名稱論文提交日期2012年5月29日論文答辯日期2012年6月8日學(xué)位授予單位長(zhǎng)安大學(xué)The Analysis of Negative Syntactic Transfer inTibetan Students Third Language Acquisition-A Survey from College for Nationalities of HebeiNormal Univ

2、ersityA Dissertation Submitted for the Degree of MasterCandidate :Xu NingSupervisor :Prof. Liu YuChang an University, Xi an, ChinaAcknowledgementsThere are many people I would like to thank for various reasonsFirst of all, I would like to express my deep gratitude to my supervisor, Prof. Liu YuWitho

3、ut her enthusiastic guidance and encouragement, this paperwould not be finished ontime. Her erudite knowledge, rigorous attitude towards scholarship, earnest working mannerand enterprising spirits have benefited me a lot. All of these willbe valuable wealth for mylifeSecondly, I am very grateful to

4、the teachers during the three-year postgraduate educationof my life. They are, Prof. Xu Yucheng, Prof. Li Minquan, Prof. HeXianzhong, Prof. YangDangling, Prof. Yan Xuan, Prof. Liu Shuhui, Prof. WangHongxiao. Their devotion to theteaching and career impressed me deeply. They set good examples for me

5、as a good teacherThirdly, I want to express my special thanks for my lovely Tibetan students. Withouttheir supports, I could not finish the paper so wellLast but not least, my thanks will be given to my parents and wife.It is their continuousencouragement and support that made my life completely and

6、 care freeAbstractThe theory of language transfer has been a hot issue in language acquisition andlanguage teaching since 1940s Odlin, 2001. In the earlier days,researches on languagetransfer involved bilinguals mainly studied the part played by thelearners acquired languagein their second language

7、acquisition. While in recent decades, moreand more languagelearners have acquired three or even more languages because of thesocial and economicdevelopment, which has aroused more and more concern for the cross-linguistic influence inthe Third Language Acquisition TLA. However, fewer studies in Chin

8、ahave been done onsyntactic transfer in TLA among Tibetan, Chinese and English. Thus,the present study is ofpractical significanceBased on Contrastive Analysis, Error Analysisand the theory of Transfer Analysisproposed by Carl James 2001, this study intends to find out the mostcommon syntacticerrors

9、 in Tibetan student s English learning and explore the phenomena of the negativesyntactic transfer from previously learned languages Tibetan as L1and Chinese as L2 to L3English. In light of this, this paper intends to answer the following three questions: 1 Whatare the most commonsyntactic errors ca

10、used by language transfer from Chinese and Tibetanin Tibetanstudents English learning?2Which language plays aleading role in theproductionof these errors,Chinese or Tibetan? 3Are there anydifferences or similaritiesconcerning syntactic transfer between Tibetan students at different English languagep

11、roficiency levels The participants were 85 Tibetan students at senior high school. All of them came to theinland cities after primary school, and their Chinese language proficiency improved so fastthat most of them could understand the instruction language Chinesein English class aftergraduating fro

12、m junior middle school. The research procedure was the following: 1 AWriting Task was given to the participants and the anomalous syntactic structures would becollected. 2 An English proficiency test wasgiven to the participants and the participantswhose scores were over 60 were assigned in the high

13、 proficiency group, while the otherparticipants were in low proficiency group; 3 A Translation Taskincluding 15 sentences inChinese and Tibetan on the anomalous syntactic structures with high frequency was given to Iboth of the two groups. Then the Error Analysis and Transfer Analysis were done base

14、d on theresults; 4 After the Translation Task, an Individual Interview wasgiven to 20 participantsselected from both groups in order to get a further study on the underlying reasons for thenegative syntactic transferIn general, this study detected the most commo syntactic errors in Tibetan studentsw

15、riting, and also yielded confirmative evidence for negative syntactic transfer. The roleplayed by Tibetan students second language Chinese is larger than that played by their firstlanguage Tibetan during the s tudents English learning. Besides, those almost omnipresenterrors madeby participants at l

16、ow proficiency level showedthat these participants seemed torely much more on their L2 Chinese, especially when they consideredthe English structuresmore difficult. The results of Translation Task showed that participants at high proficiencylevel would make fewer errors than those at low proficiency

17、 level in the use of ?there be structure, preposition and adverbs. However, they would make more errors in the use ofcopula be, especially in the use of relative clauses, which showed that even participants athigh proficiency level were under the influence of Chinese L2 in the production of Englishs

18、entencesKey words: Tibetan students; English Learning; Chinese; Tibetan;Third language acquisition;Syntactic transferII 摘要語(yǔ)言遷移自20世紀(jì)40年代問(wèn)世以來(lái)，一直是語(yǔ)言習(xí)得和語(yǔ)言教學(xué)研究中 的熱點(diǎn)Odlin,2001。起初，語(yǔ)言遷移主要以雙語(yǔ)學(xué)習(xí)者為研究對(duì)象，研究語(yǔ)言學(xué) 習(xí)者已有的語(yǔ)言知識(shí)在第二語(yǔ)言習(xí)得過(guò)程中的影響。近些年來(lái)，隨著時(shí)代的發(fā)展，三語(yǔ)甚至多語(yǔ)學(xué)習(xí)者逐漸增多，三語(yǔ)習(xí)得中的語(yǔ)言遷移問(wèn)題引起了越來(lái)越多研究者的關(guān)注，但是國(guó)內(nèi)對(duì)藏語(yǔ)、漢語(yǔ)和英語(yǔ)這三種語(yǔ)言之間的句法遷移現(xiàn)象

19、的研究還非常有限。本研究以對(duì)比分析、錯(cuò)誤分析和Carl James2001提出的遷移分析理論為基礎(chǔ),試圖找出 母語(yǔ)為藏語(yǔ)的藏族高中生在英語(yǔ)學(xué)習(xí)過(guò)程中母語(yǔ) （藏語(yǔ)）和二語(yǔ)（漢語(yǔ)）在三語(yǔ)（英語(yǔ)） 錯(cuò)誤句法的產(chǎn)生過(guò)程中的作用和影響。在此基礎(chǔ)上，本文試圖回答以下三個(gè)問(wèn)題：（1）藏族學(xué)生英語(yǔ)學(xué)習(xí)過(guò)程中受第一語(yǔ)言（藏語(yǔ)）和第二語(yǔ)言（漢語(yǔ)）遷移影響產(chǎn)生的主 要句法錯(cuò)誤種類分別是哪些？（2 ）哪種語(yǔ)言在這些英語(yǔ)錯(cuò)誤句法產(chǎn) 生過(guò)程中占主導(dǎo)地位，漢語(yǔ)還是藏語(yǔ)？ （3）不同英語(yǔ)水平的藏族學(xué)生在英語(yǔ)錯(cuò)誤句法產(chǎn)生過(guò)程中有何相同或不同之處？本項(xiàng)研究選取河北師范大學(xué)附屬民族學(xué)院85名藏族高二學(xué)生為研究對(duì)象，他們小學(xué)畢業(yè)就來(lái)

20、到內(nèi)地西藏班求學(xué)，并且在進(jìn)入高中學(xué)習(xí)之前大部分學(xué)生基本 上能夠正確理解英語(yǔ)課堂上白教學(xué)媒介語(yǔ)2a語(yǔ)。具體研究過(guò)程如下：（i）收集所有學(xué)生 的命題作文，并對(duì)其中出現(xiàn)的句法錯(cuò)誤進(jìn)行分類（2）錯(cuò)誤類型收集完畢之后，對(duì)所有學(xué)生進(jìn)行英語(yǔ)水平測(cè)試，得分在60分以上的學(xué)生組成高水平組,得分在60分之下的 學(xué)生為低水平組；(3 )請(qǐng)兩組受試者將以收集到的高頻錯(cuò)誤類型為主 的十五個(gè)漢語(yǔ)及藏語(yǔ)句子翻譯成英語(yǔ)，并對(duì)翻譯結(jié)果進(jìn)行錯(cuò)誤分析及遷移分析；(4) 最后 從兩組受試者中分別隨機(jī)抽取10名學(xué)生進(jìn)行個(gè)人訪談，以進(jìn)一步了解遷移現(xiàn)象產(chǎn)生的原因。經(jīng)研究發(fā)現(xiàn)，藏族學(xué)生在英語(yǔ)學(xué)習(xí)過(guò)程當(dāng)中所受的第二語(yǔ)言(漢語(yǔ))的影響要大于他們

21、的第一語(yǔ)言(藏語(yǔ))的影響。止匕外，句法錯(cuò)誤在低水平 組 中較為普 遍，表明這些學(xué)生在英語(yǔ)學(xué)習(xí)過(guò)程中更多的依賴漢語(yǔ) 。高水平組在there be結(jié)構(gòu)，介詞、 副詞的使用過(guò)程中錯(cuò)誤率要遠(yuǎn)低于低水平組，但其在be動(dòng)詞的使用過(guò)程中錯(cuò)誤率較高， 特別是在關(guān)系從句的使用上和低水平組的出錯(cuò)率非常接近。關(guān)鍵詞：藏族學(xué)生；英語(yǔ)學(xué)習(xí)；漢語(yǔ)；藏語(yǔ)；三語(yǔ)習(xí)得；句法遷移IIITable of ContentsIntroduction 11.1Research TOC o 1-5 h z Background 1PurposeoftheResearch .31.3SignificanceoftheResearch.3Ou

22、tlineofthePaper.4LiteratureReview 5DefinitiononLanguageTransfer 52.1.1What isLanguage Transfer.52.1.2Types of Language Transfer 6ViewsonLanguageTransfer .82.2.1 TheBehaviorist View.8TheMentalistView .9TheCognitiveView .102.3 Studies onThird Language Acquisition.112.3.1CharacteristicsofThirdLanguageA

23、cquisition .112.3.2 TLA versus TOC o 1-5 h z SLA .12StudiesonTLAabroad .13StudiesonTLAinChina 15TheoreticalFoundations .18ContrastiveAnalysis.18ErrorAnalysis.18TransferAnalysis .20Methodology.22ResearchQuestions22Participants.224.3Instruments .24Writing TOC o 1-5 h z Task .24TranslationTask .25IV4.3

24、.3Individual Interview 26ResearchProcedures .27DataAnalysis.27Chapter5ResultsandFindings 295.1 Resultsof Writing Task.29Syntactic Errors Collected from WritingTask.29A Contrastive Analysis on the Five SyntacticStructures .305.2 Error Analysis of the Results ofTranslation Task36 5.3Transfer Analysis

25、ofthe Results of Translation Task .41TheInfluenceofL1.435.3.2TheInfluenceofL2 .435.3.3 Other Factors Resulting in Production of AnomalousStructures .445.4ResultsofIndividualInterview .45Chapter 6Discussion and Conclusions .46Discussion.466.2Conclusions.496.3PedagogicalImplications 506.4Limitationsan

26、d Some Suggestions for FutureStudies.51Bibliography53WritingTask .57TranslationTask 58Appendix3:IndividualInterview59QuestionsVList of TablesTable 4.1 Results of English Proficiency TOC o 1-5 h z Test .23Results of Independent-samples T-test on EnglishProficiencyTestofTwoGroups.24Frequency of Eleven

27、 Types of SyntacticErrors 29Prepositional Phrase ?in + noun : Di fference amongTibetan,ChineseandEnglish 31Copula Be as pure/auxiliary Verb: Difference amongTibetan, Chinese and Englishinpresenttense32Difference on the placementof adverbs among Tibetan,Chinese and English.34Difference in expressing

28、the existential and possessivefunction among Tibetan,andChinese34EnglishDifferent use of relative clauses among Tibetan, Chinese TOC o 1-5 h z and English 35ResultofTranslationTask.36Result of Transfer Analysis: Percentage of participants who made syntactic errors inthefiveselectedstructures 42Table

29、 6.1 Independent-samples T-test on anomalous syntactic structures between students atdifferentproficiencylevels 48VIListofAbbreviationsCA?Contrastive AnalysisCAH?Contrastive Analysis HypothesisCLI?cross-linguistic influenceEA?Error AnalysisHSK?China s Hanyu Shuiping KaoshiIL-interlanguageL1?first la

30、nguageL2?second languageL3?third languageSLA?second language acquisitionPETS?Public English Test SystemTLA?third language acquisitionTL?target languageTA?Transfer Analysis VII長(zhǎng)安大學(xué)碩士學(xué)位論文Chapter 1 IntroductionResearch BackgroundLanguage Transfer in Second and Third Language AcquisitionThe theory of la

31、nguage transfer has been a hot issue in language acquisition andlanguage teaching since 1940s. However, within the last few decades, the importance oflanguage transfer has been reassessed several times in second language learning. In the 1950s,language was the most important factor to be considered

32、in theories of second languagelearning and second language teaching. In the 1960s, the importanceof language transferwaned as the errors of learners were not considered as the evidenceof language transfer but ofthe creative construction process. II Some researchers even denied the existence of langu

33、agetransfer in language studies. However, since the late 1970s, the role of transfer in secondlanguage learning and teaching has been widely acknowledged. Transfer can take place notonly in all the linguistic factors, but also in non-linguistic factors, such as social, cultural andpersonal factors i

34、n language learningand use. Ausubel, Novak &Hanesian 1978 believe thatit isn t possible for all the language lea rners to start learningfrom the very beginning. Everylanguage learning in the world is influenced by the past cognitive structure. Gass & Selinker1992 point out that anyone who wants to o

35、ffer sufficient interpretation of second languagelearning must take language transfer into consideration. Thelanguage transfer theory hasdeveloped for a long time that RodEllis 1999 puts forward a view that the learners firstlanguage plays an important role in the second language acquisitionHowever,

36、 with the rapid development of economy and society, when language learnersare learning a new language, they may have already known two or more languages. Learners prior knowledge of their first and second languages must have influence on their thirdlanguage acquisition TLA. Thus, during the last two

37、 decades, transfer during third languageacquisition has been attracting great attention from linguists and has become a new focus inthe study of cross-linguistic influence CLI. Question arises as to how the learne rs first andsecond languages influence the third language acquisition. Studies have sh

38、own that both thelanguage learners native and non-native languages can become sources of influence when1 Chapter 1 Introductionacquiring a new language Hammarberg, 2001. Dewaele 1998 finds that during the thirdlanguage production, language learners always unintentionally produce interlanguage formst

39、hat consist of either partially or completely of L2 formsWith empirical studies, researchers have testified language transfer on different aspects,such as phonology, syntax, discourse, semantics and so on. Studieson syntactic level aremainly about word order and relative clauses involving bilinguall

40、anguage learners who havethe same first language. Some studies on language transfer also concern about trilinguallearners, while the languages acquired by the learners belong to the Indo-European family. Upto now, there are few studies on syntactic transfer being involvedin English, Chinese andTibet

41、an1.1.2 English as a Third Language for Students in TibetanSchoolsChina is a united multi-ethnic nation of 56 ethnic groups, the largest being the Han. Theother 55 ethnic groups are called ethnic minorities. The Tibetan isone of these 55 ethnicminorities, with nearly 3 million Tibetans The populatio

42、n of Tibetan autonomous region wasreported to be 2, 810, 000 in 2006, for details, see /0./view/9431.htmDue to historical and geographical factors, Tibetan autonomous region has legged behindother regions in China. Many things should be considered in order to catch up with otheradvanced regions. The

43、re is no doubt that education plays a veryimportant role in thedevelopment of the Tibetan. So, our country opened the first group of outback Tibetan schoolsin 1985. The author s school, College for Nationalities of HebeiNormal University, is one ofthese schoolsStudents in outback Tibetan schools com

44、e to the inlandcities after primary school, andstart English learning in junior high schools. The Tibetan students case of learning English israther complex. Besides Tibetan language, they begin to learn Chinese, which is their secondlanguage, in primary school. Tibetan students start learning Engli

45、sh by means of Chinese injunior high schools. Wecan reasonably conclude that Tibetan students would have greatdifficulty in learning English. The English language belongs to the western sub-branch of theGermanic branch of the Indo-European family of languages. AlthoughChinese and Tibetanbelong to Si

46、no-Tibetan family of languages, they have little in commonwith the development 2長(zhǎng)安大學(xué)碩士學(xué)位論文All these may also increase the difficulty for Tibetan students tolearn English1.2 Purpose of the ResearchCompared with students of Han nationality, Tibetan students are poorer in English. Inord er to improve Tibetan students English, the researchers and English teachers should attachmore importance to discover problems that these students have inEnglish learning, findsolutions to the problems, and thus better English teachingThis paper aims to explore the phenomenon of language transfer in