二语习得.docx

二语习得.docx

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二语习得

成绩

XX大学本科生课程论文

论文题目：

二语习得中语言迁移现象

与英语教学

课程名称：

第二语言习得

任课教师：

专业：

班级：

学号：

姓名：

2014年12月27日

XX大学外国语学院制

Contents

Abstract1

内容摘要2

1.Thehistoryanddefinitionoflanguagemigrationphenomenoninsecondlanguage3

2.Keyelementsoflanguagetransferphenomenoninsecondlanguagelearning4

2.1phonetictransfers4

2.2Vocabularytransfer5

2.3Grammartransfer6

2.4Culturetransfer7

3.HowtousethelanguagemigrationtoimproveEnglishteaching7

3.1FocusonInterlinguacommonalityandheterosexualbalance7

3.2Comparemothertonguewithsecondlanguageinteachingprocedures8

3.3Improvethestudents'awarenessofthelanguagedistance9

WorksCited10

LanguageMigrationPhenomenoninSecondLanguageAcquisitionandEnglishTeaching

Abstract

Inlanguagelearning,migrationreferstotheinfluenceofnativelanguagetothetargetlanguage.Languagetransferhasbecometheappliedlinguistics,secondlanguageacquisitionandlanguageteachingatthecoreoftheproblem.Languagetransferreferstointheprocessofforeignlanguagelearning,asthesourcelanguagethemothertongueoftheimpactofthevalueoftheforeignlanguageasthetargetlanguage.Willbebasedontheanalysissummarizedbelowtheinfluenceoflanguagetransferonthelanguage,suchasphonetics,vocabulary,grammar,etc.,andlanguagefactors,suchasthinkingmode,culturaltradition,socialhistory,etc.,aswellaspromoteandhindertheroleoflanguagetransfer.Throughtheanalysisoflanguagetransfer,toprovideclearsecondlanguageacquisitiontheorythinkingandeffectivepractice,discusseshowtograspthemigrationpatternsinsecondlanguageacquisitionofappliedart,toimprovethequalityofEnglishteachingisofgreatsignificance.

Keywords:

languagemigrationphenomenon;secondlanguageacquisition;Englishteaching

二语习得中语言迁移现象与英语教学

内容摘要

在语言学习中,迁移是指母语对目标语的影响。

语言迁移已经成为了应用语言学、二语习得和语言教学的核心问题。

语言迁移是指在外语学习过程中，作为来源语的母语对作为目标语的外语产生的影响。

下面将通过分析总结语言迁移在语言上的影响，如语音、词汇、语法等方面和语言之外因素的影响，如思维模式、文化传统、社会历史等方面，以及语言迁移所带来的促进和阻碍作用。

通过对语言迁移的分析，为二语习得提供清晰的理论思路和有效的实践方法，探讨在二语习得中如何掌握迁移规律的运用艺术,这对提高英语教学质量具有十分重要的意义。

关键词:

语言迁移;二语习得；英语教学

LanguageMigrationPhenomenoninSecondLanguageAcquisitionandEnglishTeaching

1.Thehistoryanddefinitionoflanguagemigrationphenomenoninsecondlanguage

Languagemigrationphenomenoninsecondlanguageoriginatedfromwesterncountries,aftertheSecondWorldWarintoalargenumberofimmigrantsintheUnitedStates,bilingualphenomenonhasbecomeoneofthefocusesoflinguisticresearch.Weinreich（1953）discussedthetwokindsoflanguagecontact,fuckbilingualencounteredinphonology,vocabulary,syntaxofthelanguageandsoonvariousinterferencephenomenoninlanguagelevel.DespitehisresearchfocusesontheAmericanEnglish（thatisasecondlanguage）fornewimmigrantstotheiruseofmothertongueinfluence,butalsoemphasizetheinterferencephenomenonofanylanguageinbilingualstandarddeviation,thebilinguallearners'secondlanguageinterferenceofmothertongue,mothertonguealsointerferewiththesecondlanguage,andnomatterwhatkindofinterferencecausedbythephenomenonoflanguagetransfer.Andlinguistsbegantolanguagetransferisamarathon.Sinceitsemergence,secondlanguageacquisitionresearchfieldthroughthecontrastiveanalysishypothesisastheleadingtheorymodelandthetheoryofinterlanguagehypothesesastheleadingtwohistoricalstages.

Inthestudyofappliedlinguistics,differentresearchersfromdifferentanglestendtohavedifferentunderstandingonthesameterms.AccordingtoD.P.Isobel’scognitivestructuretheoryofmigration,migrationisakindofcognitiveactivity,reflecttheindividualactivepsychologicalprocess.Dolinthatmigrationisbytheacquisitionofanypreviouscommonnessanddifferencebetweenlanguageandthetargetlanguagecausedbyimpact.Inhisdefinition,previouslylearnedlanguagemainlyreferstothetongue.Causedbythecommonalitybetweenmothertongueandtargetlanguagemigrationknownasthe"positivetransfer";Learnersinthenativelanguageknowledgeisnotproperlyappliedtothetargetlanguage,thisiscalled"negativetransfer",FierceandKasperundersuchadefinition:

"languagemigrationisamentalprocess,inthisprocess,thesecondlanguagelearnersnativelanguageknowledgetoarouseorusetheirinterlanguagedevelopment."Interlanguage,therefore,theclosertothetargetlanguage,thelessthenegativetransferofmothertongue,learners'foreignlanguagelevelisalsohigher.Foreignlanguagelearningprocessisaprocessofconstantlyclosetothetargetlanguage,alongwiththeincreaseoftheknowledgeofthetargetlanguagelearnerstoovercomeallkindsofmigration,achievelearninggoals.RodEllisbelievedthatlanguagetransferreferstothelearnerswilltheyhavetheknowledgeaboutlanguageusedinaprocessofforeignlanguagelearning.Itcanbedividedintopositivetransferandnegativetransferintwoforms.Learnedonlywhenthelearner'snativelanguageknowledgeandlanguageknowledgecommoningredients,theirmothertonguewillproducepositivetransferintheprocessoflearners'foreignlanguagelearning,converselyproducenegativetransfer.

2.Keyelementsoflanguagetransferphenomenoninsecondlanguagelearning

2.1phonetictransfers

Phonetictransferisthelanguageofmaterialshell.Phonetictransferisthemostprominentphenomenonoflanguagetransfer.EnglishandChinesephoneticsystemhasobviousdifference:

twolanguagestovoicethesensitivedegreeofthepitch,soundintensityanddurationofeacharenotidentical.Englishisverysensitivetochangesinsoundintensity;itemphasizestheroleofstress,sostresslanguage.Chineseismoresensitivetochangesinpitch,atypicaltonelanguage.ForthedurationofsensitivedegreeEnglishthanChinese.TightnessofthelengthofthevowelsoundinEnglish,canbethedifferencebetweenwordsmeaning,forexample:

beat[bi:

t]（hit）andbit[bit]（alittle）,fool[fu:

l]（moke）andfull[ful]（full）.However,nosuchvowelsinmandarinChineseelastic,thelengthoftheopposition.ThesedifferencesconstitutebarrierstoChinesestudentslearnEnglishpronunciation.SoistherethepossibilityofmigrationinEnglishandChinese?

Theanswerisyes.ThevastmajorityofChinesestudentsusuallysendthefollowingphonemesnoobstacle:

[p],[b],[t],[d],[k],[g]and[f],becausetheycanbefoundinChinesepronunciationpartsandmethodarebasicallythesameorsimilarphonemesofreciprocity.ManyonomatopoeiawordsinEnglishandChinesehavesimilarityinpronunciation,suchastheclatterand"click",and"mother"mamma,etc.Someloanwordsaremostlypronunciationapproximation.Forexample:

theguitar,guitar,sofa,thesofa.Someplacenames,names,suchascurrencynamealsobelongtothiskindofsituation.AlloftheseinstructionsinthefieldofvoicecanproducepositivetransferbetweenEnglishandChinese.

2.2Vocabularytransfer

Vocabularyisthefoundationofthelanguage.Inourdailylife,afteralongtimeofstudy,wehavesomewordswithaspecificimageorcombinedconcept.Learningforeignlanguages,thenativelanguagevocabularysystemmigrationisinevitable.Abeginnerofforeignlanguagestudentsalwaystriestoseekaone-to-onecorrespondingmeaningwordbetweenEnglishandChinese.Butmostofthewordsinthedifferentlanguagesofthesound,formandmeaningaredifferent.Forexamplesaidcolorwordseemedcompletelycorresponding:

black-black,white,white,etc.,butsometimesthereisalsoadifference:

blacktea,blacktea,brownbread,brownbread.Althoughofteninfluencelanguagelearnersvocabularyofnegativetransferinsecondlanguageacquisition,butdoesnotmeanthedisappearanceofthepositivetransferphenomenonvocabulary.ThewordinEnglishandChineselanguages,forexample,inthepartofspeechisthebasiccorresponding.Theycontainthenouns,adjectives,adverbs,verbs,conjunctions,prepositionsandotherpartsofspeech,andsoonthepartofspeechofEnglishcollocationaslongasaccordingtoadvancethroughaphasewhichisformedbytheChineseRelevantschematacansavetimeandeffort.SomeoftheidiomsandproverbsinChineseandinEnglish,suchasinEnglish"Killtwobirdswithonestone.,Killtwobirdswithonestone"andChinese"Killtwobirdswithonestone（onearrow,twohawks.）"thesamemeaning,expression,secondlanguagelearnersshouldbeeasiertounderstand.

2.3Grammartransfer

Relevantschematacansavetimeandeffort.SomeoftheidiomsandproverbsinChineseandinEnglish,suchasinEnglish"Killtwobirdswithonestone.,Killtwobirdswithonestone"andChinese"Killtwobirdswithonestone（onearrow,twohawks.）"thesamemeaning,expression,secondlanguagelearnersshouldbeeasiertounderstand.OnChineseandEnglishsyntacticstructureisthesame,therearesuchasastatement,anegativesentence,specialinterrogativesentences,exclamatorysentences,thepassivesyntacticform,etc.ChinesestudentsinlearningEnglishmetsuchsyntacticformedbysimplythroughitsChineselanguageschemataandEnglishmaterialsaboutsuchsyntacticmatchingcanachievetwicetheresultwithhalftheeffort.Forexample:

Chinahasalonghistory.-Chinahasalonghistory.Iwishyousuccess!

--Wishyousuccess!

EnglishandChinesehavetenseproblem.ButEnglishtensesvariety,formeacharenotidentical.Englishverbsasthechangeoftemporalchanges,andintheformofChineseverbshavenochange,actionofdifferenttimeisusing"once","have","being"and"will"timeadverbsoruse"a","a"and"after"suffix.BecausetheChinesestudentsareaccustomedtotakeChinesemodetousethegrammarof