The Negative Transfer of Mother Tongue and Chinglish母语的负迁移和中国式英语.docx

The Negative Transfer of Mother Tongue and Chinglish母语的负迁移和中国式英语.docx

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TheNegativeTransferofMotherTongueandChinglish母语的负迁移和中国式英语

TheNegativeTransferofMotherTongueandChinglish

母语的负迁移和中国式英语

【Abstract】Thetwentyyearsofreformandopening-uptotheoutsideworldhavewitnessedarapidgrowthinChina'seconomy.Astheprocessoftheglobaleconomicintegrationisbeingacceleratedandtheknowledge-basedeconomyiscomingup,weareconfrontedwithnewchallengesofEnglishproficiency.InternationalcontactsthroughthemediumofEnglisharewideningandinterculturalcommunicationbecomesmorefrequent.MoreandmorecorporationshavecometoinvestinChina.Englishisrequiredforinternationaleconomic&technologicalco-operationandculturalexchangesbetweenChinaandEnglish-speakingcountries.Therefore,ChineselearnersofEnglisharerequiredtohavequalifiedcommunicativecompetence.

However,ChinglishisabnormalEnglishandisanobstacleininternationalcommunication.IthasbadeffectoncommunicationbetweenChinaandEnglish-speakingcountriesandonforeignpublicity.Thus,weshouldstudytheessenceoflanguagemigrationandseekthesourceofChinglishandmakeeffortstogetridofnegativeinfluence.

【KeyWords】mothertongue;languagetransfer;negativetransfer;Chinglish

【摘要】二十多年的对外改革开放,带来了中国经济的迅速发展。

随着经济全球化和知识经济的迅猛发展,我们面临着精通英语的挑战。

通过英语,国际交流得到了拓宽,不同文化间的交流也更加频繁。

越来越多的企业来中国投资，英语成为中国和英语国家经济技术文化交流与合作的必要条件。

因此,中国的英语学习者必须要有交流的能力。

中国式英语是一种畸形的英语,它的存在是我国跨文化交际中的一块绊脚石,严重地影响到我国与英语国家的交往,影响了对外宣传的效果。

因此,应研究语言迁移的本质,寻找中国式英语的产生源头,努力摆脱其负面影响。

【关键词】母语；语言迁移；负迁移；中国式英语

Contents

Abstract………………………………………………………………………………（i）

摘要………………………………………………………………………………（ii）

1.Introduction…………………………………………………………………………

（1）

2.LanguageTransfer…………………………………………………………………

（1）

3.NegativetransferandChinglishcomingintobeing………………………………（3）

3.1Negativetransfer………………………………………………………………（3）

3.2Chinglishcomingintobeing……………………………………………………（3）

4.TherepresentationofChinglish……………………………………………………（3）

4.1Glossaryaspect…………………………………………………………………（4）

4.2Cultureaspect……………………………………………………………………（4）

5.WaystoavoidorreduceChinglish…………………………………………………（5）

5.1TherequirementofEnglish-TeachingSyllabus…………………………………（6）

5.2Englishtextbooksmoresuitablefortheapplicationofinteractiveapproach……（6）

5.3Englishteacherscompetentfortheapplicationofinteractiveapproach………（6）

5.4Studentsasgoodlanguagelearners………………………………………………（7）

5.5MorewaystoavoidandreduceChinglish………………………………………（7）

5.5.1TopayenoughattentiontotheimprovementofChineselevel………………（7）

5.5.2ToreadmorearticleswritteninEnglishaboutChina………………………（8）

5.5.3ToreadworksconcernedwithChinglishandcross-culturalcommunication（8）

6.Conclusion…………………………………………………………………………（8）

Bibliography…………………………………………………………………………（10）

1.Introduction

Theroleofourmothertongueinsecondlanguagelearninghaslongbeenacontroversialissue.However,mothertongueinfluencescanbeeasilytracedinallaspectsofsecondlanguagelearners'inter-language.[1]

Foreignlanguageteachingproceedswhenthelearneralreadymastershismothertongue.Therefore,bothintheforeignlanguageteachingtheoryandintheforeignlanguageteachingpractice,theinfluenceofthelearner'smothertongueisanunavoidablefactor.

Asatooltoknowtheworld,everylanguagestandsforanapproachtoperceivetheworld.Learningalanguagemeanslearninganotherapproachtoperceivetheworld.Thesystemofthelexicalstructureandsemanticstructureofalanguagereflectstheapproachinwhichthelanguagecommunityknowstheworldandtheorbitsinwhichhistoryandculturedevelop.So,foreignlanguageacquisitionisaverycomplexpsychologicalprocess.

Forthelearnerswhohavealreadymasteredthebasiclexicalitemsandbasicgrammaticalstructuresofalanguage,foreignlanguagelearningisproceedingonthebasisoftheexistinglinguisticknowledge（ofthemothertongue,ofgenerallearningstrategies,oroftheuniversalpropertiesoflanguage）.Consequently,thegrammaticalandsemanticknowledgeofthemothertonguewillhavedefiniteeffectsonthelearningofthegrammaticalandsemanticstructuresofthesecondlanguage.Inaddition,differentnationshavedifferentcommunicativewaysanddiscoursestructures,whichbyeverymeans,aresuretoinfluencethenewcommunicativewaysanddiscoursestructuresondifferentoccasionsandtodifferentdegrees.

Duringtheperiodofstoringnewlylearntideasinmemory,ontheonehand,basedontheestablishedknowledge,thenewlylearntideaswillberestructuredwhentheyaredrawnon.Ontheotherhand,oncethenewlylearntideasbecomepartoftheexistinglinguisticknowledge,theywillleadtotherestructureoftheexistingknowledgestructureandwillbeattributivetothefuturelearningofthenewknowledge.Therefore,theprocessofforeignlanguagelearningisaprocessofrestructureofknowledgestructureaswellasthedraws-onofnewmessage.Restructureisineffecttherecreation.Thelearnerisactiveduringself-monitoringhislanguagebehavior.Intheprocessofthesecondlanguagelearning,thelearnerisactivelyengagedinbothsortingthesecondlanguagedataintoaforminwhichitcanbestoredandmakinguseofknowledgealreadyinstore.

Inshort,thelearner'sfirstlanguageknowledgecanserveasoneoftheinputsintotheprocessofhypothesisgeneration.Thelearnersprocessandusethesecondlanguageonthebasisofthefirstlanguage.Theeffectofthemothertonguewillmanifestitselfintheprocessofforeignlanguagelearning.ChinesestudentshavenowaytodismisstheeffectofnativelanguageandculturewhenlearningEnglish.

2.LanguageTransfer

Whenlearningaforeignlanguage,anindividualalreadyknowshismothertongue.Transferis“atermusedbypsychologistsintheiraccountsofthewayinwhichpresentlearningisaffectedbypastlearning”.[2]Odlinhassuggestedthattransferistheinfluenceresultingfromthesimilaritiesanddifferencesbetweenthetargetlanguageandanyotherlanguagethathasbeenpreviously（andperhapsimperfectly）acquired.[3]Insecondlanguagelearning,thisphenomenonisaverygeneralpsychologicalprocess-thatofrelyingonpriorknowledgetofacilitatenewlearning.Forthefirstplace,beforelearningaforeignlanguage,theexperienceofthelearnerisacquiredandpreservedthroughhisnativelanguage,sotheseexperienceswillbeusedfortheforeignlanguagelearning.Forthesecond,thenativelanguageservesasatoolfortheforeignlanguagelearningandtheknowledgeandskillofthenativelanguagewillbetransferredtotheforeignlanguageunconsciously.Sincethereareequivalents,similaritiesanddifferencesbetweenthenativeandtheforeignlanguageinlinguisticstructure,socialcultureandlogicthought,theformsoftransferduringtheprocessoflearningaredifferent,includingpositiveandnegativetransfer.

Weget“negativetransfer”or“interference”whenthetwolanguageshavesimilarityanddifference.Inthiscase,first-language-inducederrorsoccur.Forinstance,

（1）A:

你昨天没有来吗?

B:

是的（我昨天没有来））.

（2）A:

Didn'tyoucomeyesterday?

B:

Yes（Icameyesterday）.

ChineseandEnglishhavethesamereplyformstonegativeinterrogation,butthetworepliesexpressdifferentmeanings.Inthiscase,theChinesestudenttendstousethemodeofexpressionofhismothertongueinsteadofthatofEnglish,thus,thenegativetransferhappens.TheEnglishlearnershouldgetridofChinesewaysofthinkingandtrytocombinetheformwiththemeaningandmodeofexpressioninEnglish.Onetaskofteachingistopreventsuchkindofinterferenceofmothertongue.Manyexperimentshaveprovedthatnegativetransferisingeneraltemporary,andcanbepreventedbytrainingandlearning.

Weget“positivetransfer”or“facilitation”whensomecharacteristicsofmothertonguearesimilartoorequivalenttothetargetlanguage.Itbenefitstheforeignlanguagelearning.Forinstance,thebasicwordorderofChineseandEnglishisthesame:

Sentence=Subject+Verb+Object.Inthiscase,ChinesestudentscanconstructacorrectsentencebytheversionofChinesewordorder.

（3）这个好消息使她高兴。

（4）Thegoodnewsmadeherhappy.

Wecanconcludefromtheabovethatthenativelanguageisacontributivefactortothesecondlanguage,notaninterferencefactor.Therefore,transferisnotalwaysafactorofinterferenceandnotalltheinfluencesofthenativelanguageshouldbeabolished.Themothertonguehasthecharacteristicsofpositivetransferaswellasnegativetransfer.Thedoubleeffectswillalwaysbeactinginforeignlanguageteachingandlearning.[4]

Generallyspeaking,transferisaglossaryofpsychology.Itisfirstdefinedbybehavioristpsychologiststorefertotheprocessofautomatic,uncontrolledandsubconscioususeofpastlearnedbehaviorintheattempttoproducenewresponses.Accordingtothem,themainimpedimenttolearningwasinterferencefromthepriorknowledge.Proactiveinhibitionoccurredwhenoldhabitsgotinthewayofattemptstolearnnewones.Psycholinguistsusethetermtorefertotheinfluenceimposedbyalearner'spossessedlinguisticknowledgeandskilluponthesubsequentlearningofnewlinguisticknowledgeorskill.[5]AndthelanguagetransferreferstothephenomenonthatthelearnershandletherulesofthemothertonguetodealwiththetargetlanguageconsciouslyornotbecausetheyarenotfamiliarwiththeexpressionrulesoftargetlanguageintheSecondLanguageAcquisition.ItusuallypresentstotheprimarystageoftheSecondLanguageAcquisition.

ThetheoryoftheSecondLanguageAcquisitionfiguresthatlanguagetransfercanbedividedintopositiv