浅析中国学生英语学习过程中汉语对英语的正迁移毕设论文Word文件下载.docx

浅析中国学生英语学习过程中汉语对英语的正迁移毕设论文Word文件下载.docx

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A4纸打印，两端对齐，行间距1.5倍，左边距3厘米，右边距2.5厘米，上下边距2.5厘米

Abstract

（Abstract居中,TimesNewRoman3号加粗,单独页）

Languagetransfer,whichistheinfluenceresultingfromsimilaritiesanddifferencesbetweenthetargetlanguageandmothertongue,hasbeenahotissueinthefieldsofAppliedLinguisticsandSecondLanguageAcquisition.Duringmorethanonehundredyears,scholarsfromhomeandabroadhavecarriedoutplentyofresearches,whichindicatethatthesimilaritiesbetweenmotherlanguageandthetargetlanguagewillproducepositivetransferwhilethedifferenceswillresultinnegativetransfer.WithregardtoChinesestudents’Englishlearning,itiscommonlyacceptedthatEnglishlanguageexertspositiveinfluenceonChineselanguagewhileChineselanguageexertsnegativeinfluenceonEnglishlanguage.PreviousstudiesconcentratedmoreonthenegativeChinese-to-Englishtransfer,butrareisthestudyonpositiveChinese-to-Englishtransfer.Thisthesis,basedontheanalysisofthesimilaritiesanddifferencesbetweenChineselanguageandEnglishlanguage,attemptstoexplorepositiveChinese-to-EnglishtransferinChinesestudents’Englishlearningprocess,fromtheperspectiveofpronunciation,vocabularyanddiscourse.Itfirstcomparesthetwolanguages,andintroducestheconceptoflanguagetransfer.Then,itmovestoanalyzethepositiveinfluencesfromChineselanguageonEnglishlanguagelearning,andfurtherdiscussthefactorsthatcontributetosuchtransfer.Finally,itmakessuggestionsonhowtopromotethepositiveChinese-to-Englishtransfer,proposingthatstudentsshouldtakeintoaccounttheconsolidationofthebasicknowledgeofChinesetopromotetheirEnglishlearning.

KeyWords:

positivetransfer;

linguisticfactor;

non-linguisticfactor

A4纸打印，两端对齐，行间距1.5倍，左边距3厘米，右边距2.5厘米，上下边距2.5厘米。

摘要

语言迁移，即由母语与目的语间的共性和差别引起的影响，作为应用语言学及第二语言习得领域普遍存在的现象一直备受关注。

多年来，国内外学者对其展开大量研究，并归结出了诸多观点。

本文首先通过对英汉两种语言的对比，从语音、词汇和语篇三方面分析英汉语言的异同点,简述语言迁移的定义，介绍语言迁移问题的研究。

就英汉两种语言而言，研究多集中于汉语对英语的负迁移，对于汉语对英语的正迁移的研究还不多。

本文举例分析中国学生学习英语过程中发生的汉语对英语的正迁移现象，并讨论了汉语对英语产生正迁移的因素以及如何促进汉语对英语的正迁移提出建议。

最后得出结论:

在中国学生的英语学习过程中汉语能对英语产生正迁移，并提出要充分利用产生正迁移的语言因素和非语言因素促进中国学生的英语学习。

关键词：

正迁移；

语言因素；

非语言因素

Contents

Introduction1

1.ComparisonbetweenEnglishandChineseLanguage1

1.1Pronunciation2

1.2Vocabulary2

1.3Discourse3

2.LanguageTransfer3

2.1TheDefinitionofLanguageTransfer3

2.2PreviousResearchesonLanguageTransfer4

2.2.1GeneralFindings4

2.2.2ChineseLanguagevs.EnglishLanguage5

3.PositiveTransferfromChinesetoEnglishLanguage8

3.1Pronunciation8

3.2Vocabulary9

3.3Discourse11

4.FactorsInfluencingPositiveTransferfromChinesetoEnglish13

4.1LinguisticFactors13

4.1.1Learners’LeveloftheBasicKnowledgeofChineseLanguage13

4.1.2Learners’ManipulationandApplicationoftheSimilaritiesandDifferencesbetweentheTwoLanguages14

4.2Non-linguisticFactors14

4.2.1Learners’Age14

4.2.2Learners’MotivationofLearning15

4.2.3Learners’Attitude15

4.2.4TheLearningEnvironmentandtheRoleofTeachers15

4.2.5TheFashion15

5.HowtoPromotethePositiveChinese-to-EnglishTransfer16

Conclusion17

Acknowledgements20

Introduction

Languagetransferistheinfluenceresultingfromsimilaritiesanddifferencesbetweenthetargetlanguageandanyotherlanguagethathasbeenpreviouslyacquired.Thesimilaritiesbetweenmotherlanguageandthetargetlanguagewillproducepositivetransferwhilethedifferencesresultsinnegativetransfer（Odlin,1989）.

InthefieldsofAppliedLinguisticsandSecondLanguageAcquisition,languagetransferhasbeenahotissueforlong.Scholarsfromhomeandabroadhavedeliveredagreatamountoftopicsandargumentsduringmorethanonehundredyears.Allthoseresearchesandargumentshavemadegreatachievementsofandmonumentalcontributionstolanguagetransfer.TakeChinesestudents’studyofEnglishlanguageasanexample,whatisdiscussedmostisthepositivetransferfromEnglishlanguagetoChineseoneandthenegativetransferfromChineselanguagetoEnglishone.Amajorityofthescholars（Odlin,1989;

YuLiming,2004）considerthatthenegativeeffectsfromChineselanguagetoEnglishonearequiteobviousinChinesestudents’Englishlearningprocess,whileEnglishlanguagecanmakepositiveeffectsonthestudyofChineselanguage.However,thestudyonthepositivetransferfromChineselanguagetoEnglishoneisstillscarce.

ThisthesisaimstodiscussthepositiveeffectsandinfluencesfromChinesetoEnglishlanguageinChinesestudents’EnglishlearningprocessthroughcomparisonbetweenEnglishandChineselanguageandexampleanalysisonthebasisoftheoriesoflanguagetransferandtoanalyzethecausesaccordingtothestatusquo.ThethesisistofindoutwhetherthereispositivetransferfromChinesetoEnglishlanguageinChinesestudents’Englishlearningprocess.

1.ComparisonbetweenEnglishandChineseLanguage

EnglishlanguageandChineselanguageastwobranchesoflanguageareoutofquestionhavingsomesimilarities.However,becausetheybelongtotwodifferentlanguagesystems,theirusers’differentculturalconventionsandpoliticalbeliefsmakethemdifferfromeachother.AllthosesimilaritiesanddifferencestosomeextentmakeimpactsonthelanguagetransferbetweenEnglishandChinese.ThisthesisisgoingtocompareEnglishandChineselanguagefromtheperspectiveofpronunciation,vocabularyanddiscourse.

1.1Pronunciation

EnglishandChinesearetwodifferentlanguages:

EnglishbelongstoIndo-EuropeanLanguagewhileChinesebelongstoSino-TibetanLanguages.Chineselanguagehasnineteenmonophthongsanddiphthongs,twenty-oneconsonantswhileEnglishhastwentymonophthongsanddiphthongs,twenty-eightconsonants.Thereforeinspiteofthosesamemonophthongs,diphthongsandconsonants,therearestillsomeEnglishpronunciationswhichcannotbefoundinChineselanguage,suchas[∫]and[t∫].

1.2Vocabulary

Intermsofvocabulary（MaoGuo’an,2005）,therearebothsimilaritiesanddifferencesbetweenChineseandEnglishlanguage.Firstly,bothofEnglishandChineseword-bindinghavemanygreatsimilarities,suchascompounding,affixationandshorteningandsoon.However,ChineselanguagehassomeoverlappingwordswhichEnglishdoesnothave.Forexample,Chinesepeopleoftensay“给我瞧瞧”,“高高兴兴”，butitcannotbetranslatedintoEnglishas“Letmeseesee”and“cheerfulcheerful”,sincesuchusageisnotallowedinEnglish.Secondly,bothinEnglishandChinese,thedivisionofwordsismoreorlessthesame,butEnglishhassingularandpluralchangesandinEnglishonecanusethepluralformofacountablenountodescribeanumberofuncertainty,whileinChineseoneshouldaddadjectivesorusenumeralphrasestoachievethesameeffect.Forexample,Chineseexpression“繁星密布”canbetranslatedintoEnglishonlybyaddingan“s”attheendoftheword“star”.LastlyistheRhetoric.InEnglishthemodifiers（exceptsingleadjective）mustbeputafterthenoun,butinChinesetheyshouldbeplacedinfrontofthenoununlessthereisaspecialemphasis.Forexample,intheEnglishsentence“Heisaboycrazyaboutfootball.”,“crazyaboutfootball”isthemodifierof“boy”.WhileinChinese,thatmustbe“他是个痴迷足球的男孩。

”,andhere“痴迷足球”asthemodifierisputinfrontofthenoun“男孩”.

1.3Discourse

Astothediscourse（BianXu,2006）,therearegreatsimilaritiesbetweenChineseandEnglishlanguage.Inthestructureofacomposition,EnglishtextisoftenunfoldedbyGeneral-ParticularPattern,thatis,“raisethetopic-giveoutsupportingarguments-drawtheconclusion”,whichisquitesimilarwiththeChinesecomposingpattern（起-承-转-合）.Inaddition,Englisharticlesusuallystarttheirpointsofviewsstraightly,whichcanbealsofoundinChineseones（thatiscalled“开门见山”）.

2.LanguageTransfer

SincethephenomenaoflanguagetransferexistwidelyinthefieldsofAppliedLinguisticsandSecondLanguageAcquisition,theresearchesonlanguagetransferareinthespotlightforquitealongtime.

2.1TheDefinitionofLanguageTransfer

Differentscholarswhoconsiderfromdifferentperspectivesmayholddifferentopinionsaboutwhatlanguagetransferis,andamongallthosedifferentdefinitionsthemostinfluentialandwidelyacceptedoneisdescribed.Odlin（1989）thought,languagetransferistheinfluenceresultingfromsimilaritiesanddifferencesbetweenthetargetlanguageandanyotherlanguagethathasbeenpreviouslyacquired.

InOdlin’sdefinition,thelanguagethathasbeenpreviouslyacquiredmainlyreferstothemotherlanguage.Thesimilaritiesbetweenmotherlanguageandthetargetlanguagewillreducethetimeofreading.Similaritiesofsyntaxwillmakeiteasyforlearnerstoacquiresentences.ThatiscalledPositiveTransfer.Thusforthesametoken,thedifferencesbetweenmotherlanguageandthetargetlanguagewillmakeitdifficulttoacquiresentences.ThatiscalledNegativeTransfer.Thefollowingaresimpleexplanationsaboutpositiveandnegativetransfer（Odlin,1989）:

PositiveTransfer:

Usingformerknowledgeandiswithoutmistakesinthelearning;

NegativeTransfer:

Usingformerknowledgebutiswithmistakesanderrors.

2.2PreviousResearchesonLanguageTransfer

Ithasbeenmorethanonehundredyearssincetheearliestresearchonlanguagetransfer,andduringaperiodofmorethanonecentury,linguistspersistingintheirownopinionsweredividedintodozensofgroupsan