mother tongue transfer in spokenenglish非英语专业学生英语口语母语迁移研究大学毕设论文.docx
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mothertonguetransferinspokenenglish非英语专业学生英语口语母语迁移研究大学毕设论文
OnNon-EnglishMajors’MotherTongueTransferinSpokenEnglish
非英语专业学生英语口语母语迁移研究
摘
要
摘要
口语是人与人交流最直接最有效的方式之一。
随着我国大学英语教学改革的逐步深
入，英语口语越来越引起语言研究者和大学英语教师的重视。
但是相比较阅读与写作，
口语仍然是大多数非英语专业学生较薄弱的一个环节。
本研究旨在通过对母语迁移理论
的深入分析，正确认识母语对非英语专业学生英语口语的影响；同时为了尽量减少母语
负迁移对大学英语口语教学以及非英语专业大学生口语学习的影响，本文提出了一些有
益的启示。
在二语习得过程中，母语迁移是一种无法避免的现象。
近年来，国内外学者对大学
英语教学领域中的母语迁移研究越来越多，角度也各不相同。
但是关于母语迁移对非英
语专业学生英语口语影响的研究并不多见。
本文基于语言迁移相关理论，主要是对比分
析、错误分析和中介语理论，以100名大学非英语专业二年级学生为实验对象，分析了
英语口语过程中出现错误的原因和语言范畴。
他们要完成一个口语测试，回答一份调查
问卷，作者还对一些学生进行访谈。
经过对实验数据的分析和调查，作者发现学生在说
英语的过程中出现的口语错误主要受语言负迁移和文化负迁移的影响。
语言负迁移带来
的口语错误主要体现在语音、词汇、句法和语用等方面，本文将重点分析其中的词汇、
句法和语用三方面。
另外，数据分析表明母语迁移与性别是相关的，男生和女生受母语
影响程度不同，男生更容易受母语影响。
实验还显示大多数非英语专业大学生在说英语
的过程中最大的困难是词汇量不足，难以用英语表达他们的思想。
本文分为六章：
第一章是引言，简要介绍了本文的研究背景和研究意义；第二章是
文献综述，回顾了语言学领域中与语言迁移的相关理论和研究成果，阐述了语言迁移理
论，迁移种类及迁移发展，具体介绍了对比分析、错误分析和中介语理论；第三章介绍
了本文的研究方法及研究过程；第四章定性分析了学生英语口语过程中出现的错误；第
五章阐述了本研究对大学生英语口语学习和大学英语口语教学带来的有益启示；第六章
是对整篇论文主要内容的简要总结，并指出了局限性。
关键词
母语迁移
对比分析
错误分析
英语口语
错误
III
Abstract
Abstract
Spokenlanguageisoneofthemostdirectandefficientcommunicationmeans.As
nowadayscollegeEnglishteachingreformhasattractedconsiderableattentioninChina,
EnglishlanguageresearchersandEnglishteachershavealsoattachedimportancetothe
teachingofspokenEnglish.However,topeople’sdisappointment,mostChinesecollege
studentsespeciallynon-Englishmajorscan’tspeakfluentandstandardEnglishaftertheir
graduationfromuniversities.Thepresentstudynotonlyhelpsustohaveabetter
understandingofmothertonguetransferinspokenEnglish,butalsomentionssome
countermeasuresaimingtoreducethenegativetransferfromourmothertongue,hopingthat
transfererrorscanbediminishedtosomedegreesinEnglishspeakingandalsohas
implicationsforcollegespokenEnglishlearningandteaching.
MothertonguetransferisaninevitablephenomenoninthefieldofSecondLanguage
Acquisition.Languagetransfercomprisespositivetransferwhichfacilitateslanguagelearning
andnegativetransferwhichhinderslanguagelearningandleadstoerrors.Inrecentyears,the
researchershomeandabroadhavedonegreatworkonmothertonguetransferincollege
Englishteachingfromvariousperspectives.Whereasfewhavedoneaboutnon-English
majors’spokenEnglish.Thetheoriesrelatedtomothertonguetransfer,includingcontrastive
analysis,erroranalysisandinterlanguageareillustratedfirstly.Thenthetexterrorsare
analyzedinlinguisticcategoriesand100sophomoresofnon-Englishmajorsparticipateinthis
study.Theyareaskedtohaveanoraltaskandansweraquestionnaire.Aninterviewisalso
conducted.Theresultsofthestudyshowthatmothertonguetransferplaysanimportantrole
indeterminingtowhatextentasecondlanguagelearnercanattaininspeakingcompetence.
Mothertonguetransfercanoccurbothlinguisticallyandculturally.Inthisthesis,thecommon
errorsthatduetothenegativetransferofnativelanguageintheprocessofspeakingin
Englisharecollectedandclassifiedintothelexicallevel,thesyntacticlevelandthepragmatic
level,hopingtohelptheChinesestudentstoknowtheirerrorsandthecausesoftheirerrors
moreconsciously.What’smore,it’sfoundthatmalestudentsrelymoreonmothertonguethan
I
Abstract
femalestudents.Forthemostnon-Englishmajors,themainprobleminspokenEnglishisto
expressideasinEnglishforthelackofvocabulary.
Thisthesisconsistsofsixchapters.Chapter1givesabriefintroductiontothewhole
thesisdescribingthebackground,significanceandpurposeofthestudy.Chapter2isa
literaturereviewonrelevanttheoriesandresearchesconcerningtransfer,layingasolid
theoreticalfoundationfortheresearch.Chapter3isaresearchdesignonnegativetransfer,in
whichtheresearchquestions,subjects,proceduresanddatacollectionarestated.Chapter4
reportstheresultsgainedfromthestudyandanalysis,theoccurrenceofmothertongue,the
influenceofspokenEnglishproficiencyonChineseandtheeffectsofChineseuseinspoken
English.TheninChapter5theauthorstatesthepedagogicalimplicationsoftheresearchfor
spokenEnglishlearningandteaching.Finally,Chapter6concludesthewholethesisand
pointsoutthelimitations.
Keywords
mothertonguetransfer
spokenEnglish
contrastiveanalysis
erroranalysis
errors
II
Chapter1
Introduction
Chapter1
Introduction
1.1BackgroundoftheStudy
WiththeentryintoWTOandtheoperationof2008OlympicsbyChina,Englishlearning
hasenjoyedwidespreadpopularitythroughoutChina.OfthefiveskillsinEnglishlistening,
speaking,reading,writingandtranslating,speakingisoftopimportanceasoneofthemost
efficienttoolsofcommunication.
SpokenEnglishlearningcouldbeconsideredasthemostdifficultstepduringtheprocess
ofEnglishlearning.Sothevariancebetweenthetimethestudentsspendandeffecttheygain
leadstoawkwardsituationwhichattractsmoreattentionofteachersandstudents.However,
theeffectofEnglishlearningseemsfarfromsatisfying,sincewehavelearneditformore
thantenyearsfromelementaryschooltouniversity.Somepeopleconsiderexam-oriented
educationalsystemshouldberesponsibleforit.Othersarguethattraditionalteachingmethods
mustbeblamedforit.ThereforecollegeEnglishteacherstriedtoadoptcommunicative
teachingapproachintheirclassrooms,butendedupwithlittleeffect.Generally,studentsstart
tolearnEnglishatthebeginningofjuniormiddleschool.While,aftergraduationfrom
collegesanduniversities,manyofthemcannotuseEnglishtocommunicateefficiently,notto
mentionspokenEnglishinfluency.EventhoughinthelastdecadeEnglishlanguageteaching
inChinahasundergonecontinuouschanges,therearestillproblemstobesolved,among
whichisfailureofspokenEnglish.
Inthelasttwodecades,collegeEnglishlearningandteachingfornon-Englishmajorsin
Chineseuniversitieshasmadeimmenseprogress.Meanwhile,thestudents’overallEnglish
proficiencyhasbeengreatlyimproved,especiallyinthelearningandteachingofreading.
Chinesestudentshaveimprovedtheirreadingcompetencetoarelativelyhighlevel.Whereas,
thestudents’spokenEnglishstilllagsbehind,whichconfusesandworriesChinesecollege
Englishteachers.Mostofthenon-Englishmajorsstillremainatthestartingpointin
expressingthemselvesintheoralway,although,theyhavefoundtheirwayintoagreatstep
1
河北大学英语语言文学硕士学位论文
furtherinreadingcompetence.Consequently,anincreasingnumberofEnglishteachersinthe
collegesanduniversitiesputmoreemphasisondevelopingtheskillsofstudents’spoken
English.However,thereremainmanyfactorsfortheineffectivelearningandteachingof
spokenEnglishitChineseuniversities.Andamongthosefactors,themostdistinguishedones
arethenegativetransferorinterferenceofthefirstlanguage（L1）.
Languagetransferhasbeenakeyissueinappliedlinguistics.ResearchontheroleofL1
hashadalonghistoryintheprocessofsecondlanguageacquisition（SLA）research.Inthe
courseofsecondlanguage（L2）speaking,astotheinfluenceofL1,therearefewresearches.
OlshtainandCohenfoundthatlearnersusuallyreturnedtotheirL1whenexpressing
themselvesinspokenEnglish.Generallyspeaking,therearethreekindsofstyleofthem:
first
oneis“L2thinkingandL2talking”;thesecondoneis“L1thinkingandL2talkingtranslated
fromtheL1thinking”;andthelastoneis“L1thinkingandL2talking”.Inthesethreekinds
ofstyle,thelattertwokinds,inwhichL1areinvolved,arethemost（about60％）.
Nevertheless,thequestionssuchasthepositionofChineseinthecourseofEnglishspeaking,
andtheeffectbroughtbyChineseinEnglishspeakingcourseremainunanswered.Therefore,
studiesareneededtoexploreChineseuseintheEnglishspeakingcourse.Wehopeto
describeitsoccurrence,identifyitseffectanddelimitateitsnegativetransferinEnglish
speakingcourse.
1.2SignificanceandPurposeoftheStudy
ThepresentstudyinvestigatestheuseofourmothertongueintheprocessofEnglish
speakingforthepurposesofdepictingthelanguageerrorsarisingintheEnglishspeaking
process,examiningthereasonsfortheoccurrencesoftheerrorsinEnglishspeakingand
exploringwhethergendersarerelatedwiththeamountofL1useinL2speakingand
understandingtheeffectsofL1inL2speaking.
Fortheabovepurposes,thestudyexaminesL1useinthecourseofL2speakingfroma
dynamicperspective.InordertogainthegeneralamountofL1useandtheoccurrenceofthe
errorsinthecourseofL2speaking,thestudyrecordsthewholeprocessesindifferent
speakingactivitiesandcountsupthestatisticaldata.Inordertofindouthownegativetransfer
2
Chapter1
Introduction
affectsthenon-EnglishmajorsintheirEnglishspeakingcourse,itspecifiesvariousfunctions
ChineseperformsindifferentspeakingactivitiesanddeterminesthefunctionsofL1useon
variousaspectsofspeaking.
Furthermore,thepresentstudybringssomestrategiesaimingtoreducethenegative
transferfromourmothertongue,hopingthattransfererrorscanbediminishedtosomeextent
inEnglishspeakingandalsohassomeimplicationsforcollegespokenEnglishteachingand
learning.
1.3OrganizationoftheThesis
Thisthesisiscomposedofsixchapters.Chapter1introducestothewholethesisbriefly
describingthebackgroundsignificanceandpurposeofthestudy.Chapter2isaliterature
reviewonrelevanttheoriesandresearchesconcerningnegativetransfer,layingas
升级会员 