THE INFLUENCE OF CHINESE LANGUAGE ON ENGLISH学位学士论文.docx

THE INFLUENCE OF CHINESE LANGUAGE ON ENGLISH学位学士论文.docx

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THEINFLUENCEOFCHINESELANGUAGEONENGLISH学位学士论文

THEINFLUENCEOFCHINESELANGUAGEONENGLISH:

POSITIVEORNEGATIVE

（学士学位论文）

【题目】浅析汉语对英语的影响摘要:

本文从分析汉语对英语影响的不可避免性在英语学习环境、英语教学、英语学习者认知过程中的表现入手,对有关母语对目标语的影响的定论作比较后，指出汉语对英语学习和英语语言积极影响的存在。

并从英汉民族的思维方式、语言结构、及部分交际文化差异比较方面,剖析了汉语对英语学习的消极影响的原因，提出:

增强跨文化交际意识,对汉语的影响“兴利防弊”；文化因素教学的方法途径。

【关键词】汉语语言英语语言文化影响

THEINFLUENCEOFCHINESELANGUAGEONENGLISH:

POSITIVEORNEGATIVE

ABSTRACT:

TheinfluenceofChineselanguageonEnglishisunavoidabllyexistinginthestudyenvironment,ofteachingandcognativeprocessingproduction.Basedonananalysisofthetargetlanguage,thepositiveinfluenceofChineselanguageonEnglishisdefined.ThenegativeinfluenceofChineselanguageonEnglishisdissectedbyacomparisionbetweenChineselanguageandEnglishinthoughtpatterns,linguisticstructuresandcommunicativeculture.Aconclusionisemphasizingattentionstointerculturalcommunication,applyingthepositiveandreducingthenegativeinfluenceofChineselanguageonEnglishbymeansofcultureteachingandlearning.

KEYWORDS:

ChineselanguageEnglishlanguageculturalinfluence

Ⅰ.INTRODUCTION

EnglishhasbeenaverypopularforeignlanguageforlearnersinChinasince1980's.Invariousfields,English,asaninternationalcommunicativelanguge,playsapowerful,importantandnecessaryroleinChinesepeople'slife.BoththegovernmentandthepeopletakeEnglishseriously.Forexamples,Englishisdecidedtobearequiredcourseinschoolsandarequiredlanguagetestforanyonewhowantstobegrantedadeploma,anacdemicdegreeoratitleofhisprofessionbythegovernment.Insomedevelopedcities,parentsevenmaketheiryoungchildrenlearnEnglishbeforeschooling.ChineselinguistsalsohaveconductedcomprehensiveresearchesonEnglishlearninginChinaanddrawdifferentconclusions.Asoneofthedisputingissues---theinfluenceofChineselanguageonEnglishwhichusuallyleadstoaconfusionforlearners.Thispaperwilldiscusswhetherthiskindofinfluenceispositiveornegativeorboth.

Ⅱ.PRESENTSITUATIONOFENGLISHLEARNINGINCHINA

Generallyspeaking,followingeventsandconditionsshouldbeseenbeforeadiscussionabouttheinfluenceofChineselanguageonEnglish.

A.EnvironmentfacedbyEnglishlearnersinChina.

ManyEnglish-speakingpeoplecontinuouslycomeintoChinainrecentyears.SomeofthemevenworkorteachinChina.OrmanyChinesepeoplegoabroadtolearnEnglish.Sopeoplehavechancestocommunicatewithforeigners.EnglishprogramesarealsoincreasinginTVorradioinrecentyears.ButmostoftheEnglishlearnersarestillinChina.Inmosttime,theyhavetouseChineselaguageindailylifepassively.Eveninsomeforeignlanguageuniversities,ChinesestudentsincludingthoseEnglishmajorshavetolistento,speak,readorwriteinChineselanguageindailylife.Asaresult,mostofEnglishlearnerscannotavoidChineselanguage.

B.PresentEnglishteaching.

Inforeignlanguagesuniversities,foreignlanguageistaughtandusedatthesame.Comparedwiththesituationinuniversity,wehavetoconsiderthatourEnglishteachinginmiddleschoolsissopoorthatisdependsonChineselanguagetobetaught.SoChineselanguageisusedinEnglishteachinginmanymiddleschools.Accordingtolinguisticrules,Englishshouldbetaughtentirelyaspossibleasitcanbe,butitisalongwaytogo.

C.ChineselanguageisfoundtohaveanewfunctioninEnglishproduction.

InDynamicResearchIntoL1onL2Writing（1997）[1],GuoChunjieandLiuFangdevelopedtwomodelsofinformationprocessingoperationsofL1onL2learnerscongnitiveprocessinginL1proctection.

Thefirstmodelisthemacro-constructionoftheL2production.ItreferstothemainsequenceofthinkingoperationsofL2compositiononthelevelofdiscourseplanning,theotherismicro-constructionoftheL2producion,inthestudy,itisasentencelevelinformationprocessingmodel.theFormulationofthetheoreticalframeworkofthisresearchfocusesontheidentificationofthetwocognitiveprocessingmodels.

Indiscussionofthetwocognitiveproductionmodels,itispointedthattherearesomecrucialalbeitcovert,aspectsofL1effectonL2production.TheseaspectsareL1'sservicesasintermediarylanguageinlogic（meaning）reasoningprocessing,intheformalmonitoringintargotlanguageoutput,andinmutualretrievaloftheworldconceptionandthetargetlanguage.FromGuoandLiu'sresearch,weknowChineselanguageworksinEnglishoutputisknownasanexistingfact.

SummingupthepresentsituationofEnglishlearninginChina,theinfluenceofChineselanguageisavoidabllylyinginthreesides,Englishlearning,teachingandproduction.AndbothlinguistsandteachersshoulddoafurtherreseachonthiskindofinfluenceandenlightenEnglishlearners.

Ⅲ.SETVIEWSABOUTL1'SINFLUENCEONL2

A.Transfertheory

Thetraditionallinguistschosegrammaticalstructureofthetargetlanguageproductionasaquestionforstudy.Zobl（1979,1984,1986）andWenzell（1989）emphasisedonexploringthegrammaticalinfluenceofL1onL2'sstructure.Zobl（1984,1986）advancedthenegationruleandverberinalwordorder,etc.Schavhter（1983）,Gass（1984,1987）andKrashen（1981,1983）focusedontheresultofthetargerlanguageproduction.afteracommparisonofthetargetlanguageoftheforeignlanguagelearnerswho'snativelanguagesaredifferent,oradescribingoftherelationshipsbetweenthetargetlanguageproductionandnativelanguage,theselinguistshavedrawnaconclusionthatthemaininflenceofL1onL2was"transfering",boththepositiveandnegativeinfluenceofL1wasincludedinthistransfertheory.

B.ThecontroleduseofL1principle

HowtodealwiththenativelanguageinEnglishclassisaquestiontoteachingandstudying,middleschoolstudentshavebeenfamilarwiththeirnativelanguageandhavebeenusedtothinkinginnativethinkingpatterns,tolearnandtounderstandanewthing.WhentheyarelearningEnglish,theyusuallytrytohavetheaidofChineselanguage,theskillsandknowledgeofChineselanguagestudentshaveaquiredhavebothapositiveandanegativeinfluenceonEnglishlearning.Soteachersshouldconsiderthepositiveinfluenceasanecessaryhelp.ButEnglishteachingshouldnotdependonChineselanguageonlywhenitisverynecessarytouse.controlingtheuseofChineselanguageandavoidingthenegativeinfluenceareproperways.

C.Theinvovlingtheory

JustaswhatGuoChun-jieandLiuFanghavegotintheirexperiment,basedonthethreefunctionsofChineselanguageinfluenceonEnglish,GuoandLiudrrewafurtherconclusion.Theypointedoutthat:

⑴L1（Chinese）influenceplaysamoresignificantroleinL2（English）productionthantraditionallysupposed,and⑵L1influenceonL2productionisalargelyconvert;itliesinthehigh-levelcognitiveoperationsinlanguageproduction.Thegivensuggestionasthattheterminvoleshouldreplacebythetermtransferinoppositiontothetraditonallinguists.ThireconclusionisthatL1doesinvovleincognitiveoperationsinL2production.

D.Forgetnativelanguage

HowMarxlearnforeignlanguagesisatextintheoldtextbookofseniormiddleschoolstudents.Inthistext,KarlMarxsaid"Ifyouwerestudyingaforeignlanguage,you'dbetterforgetyournativelanguage.Itwasimportanttograsptheidiomsandgrammarsoftheforeignlanguage."AlthoughMarxdidnotpointoutthenativelanguagehadanegativeinfluence,hiswordsandattitudejustsuggestedthemeaning──itseemsthatthenativelanguagehasabignegativeinfluenceonthetargetlanguage,soyou'dbettertoforgetitwhenlearningaforeignlanguage.

Inthesefourwiews,"Transfertheory"and"thecontroleduseofL1principle"aremoreobjective.Bothofthemshareonepointessentially.i.e.ChineselanguagehastwoinfluencesonEnglish──thepositiveoneandthenegativeone.ThequestionhowtoinfluenceEnglishmakesthemdifferent.Both"thecontroleduseofL1principle"and"theinvovlingtheory"areconnectedinlogic.ThecontroleduseofL1principle"pointsoutthefactthatChineselanguageinvolvesinlearningEnglish,and"theinvovlingtheory"justdemonstratesitsexistancebymeansoftheexperiments.ThecontroleduseofL1principle"and"theinvovlingtheory"sharethepointthatnativelanguagehassomepositiveinfluenceonEnglishatleast,ThecontroleduseofL1principle"meanstocontroltheuseofnativelanguageinteachinginateacher'sstand."Theinvovlingtheory"disclosethatnativelanguageplaysasignificantroleincognativeoperationsintargetlanguageproductioninalearner'sstand.However,onlywhenalearnerisinthecountrywheretargetlanguageisspoken,it'struetoforgetone'snativelanguage.

Nowanswertothequestion──theinfluenceofChineselanguageonEnglish,isfoundinthepositiveandthenegativetwosidessoundly.ApieceofadvicecanbegiventoEnglishlearnersimitately.ThatiswheneveryouarelearningEnglishinChina,you'dbetterpayattentiontothesetwoinfluenceofChineselanguage.

Ⅳ.POSITIVEINFLUENCEOFCHINESELANGUAGEONENGLISH

A.LearnerscangetEnglishknowldegefromtransferableChineseknowledge.

Beforelearnersstudyaforeignlanguage,theyhavegraspedsomeknowledgeabouttheworldinChineselanguage.WhentheyarelearningEnglish,theycangetaconceptionoftheworldfromChineselanguagedirectly.Forexample,whenalearnerisuseinganEnglish-Chinesedictionary,hecanunderstandanEnglishwordsbyitsChinesemeaning.

B.ChineselanguagecommunicativecompetenceispartlytransferedtoEnglishcommunicativecompetence.

BeforelearningEnglish,mostofstudentscanuseChineselanguagetocommunicatewithothers.Theyhaveacertaincommunicativecompetencein