合肥師范畢業(yè)論文--論漢語語言環(huán)境對(duì)英語學(xué)習(xí)的影響

1、裝訂線 本科生畢業(yè)論文（設(shè)計(jì)） 題目：On the influence of Chinese context in English learning 論漢語語言環(huán)境對(duì)英語學(xué)習(xí)的影響 系 部 外語系 學(xué)科門類 英語 專 業(yè) 英語師范 學(xué) 號(hào) 0702140119 姓 名 查銀萍 指導(dǎo)教師 邵練練 2011年5月10日 On the Influence of Chinese Context in English LearningWritten by: Zha YinpingSupervised by: Shao LianlianForeign Languages DepartmentHefei N

2、ormal UniversityMay 2011獨(dú)創(chuàng)性聲明本人聲明所呈交的畢業(yè)論文（設(shè)計(jì)）是本人在指導(dǎo)教師指導(dǎo)下進(jìn)行的研究工作及取得的研究成果。據(jù)我所知，除了文中特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫過的研究成果，也不包含為獲得合肥師范學(xué)院或其他教育機(jī)構(gòu)的畢業(yè)證書或?qū)W位證書而使用過的材料。與我一同工作的同志對(duì)本研究所做的任何貢獻(xiàn)均已在論文中作了明確的說明并表示謝意。作者簽名：簽字日期： 年 月 日指導(dǎo)教師簽名：簽字日期：年月日AcknowledgementsMy idea for the thesis sprang from the enlightenment of Ms

3、. Shao Lianlian, my tutor, to whom I owed great gratitude and appreciation. She gave me invaluable institutions and encouragement. In the process of composing this paper, she gives me much academic and constructive advice and helps me to correct my paper.Moreover, I am deeply grateful to those teach

4、ers who gave me much help these four years, such as Mr. Jiang Daohua, Mr. Wang Quanjie, Ms. Yang Wei, and Mr. Fan Dongsheng. They benefited me a lot with sparkling ideas in their lectures.My indebtedness also goes to my roommates, who offer me excellent advice and environment to write my paper. Fina

5、lly, I would like to offer my sincere gratitude to those who spend their precious time in reading this thesis.On the Influence of Chinese Context in English LearningAbstract A good mastery of English has become a must for all the students in China because of frequent communication among countries. I

6、t is easy for the students to get access to English. And our country lays stress on fostering English talents. But the present situation of English learning is that many people have labored on it but only to find it is a waste of time and energy. This thesis analyzes the factors affecting the Englis

7、h learning which are social context, the distinction between these two languages and the students goals and motivations. With Bernard Spolskys theory, the author tries to explain the most important conditions for second language learning: social context, cultural background, exposure condition and n

8、ative pronunciation condition. He insists that learners should pay special attention to language transfer and intercultural communication. Besides, a good attitude is crucial. Available resources are also of great help to create good conditions for English learning in Chinese context.Key Words: Chin

9、ese context; conditions; second language learning; language transfer 論漢語語言環(huán)境對(duì)英語學(xué)習(xí)的影響摘 要由于國際間的交流日益頻繁，中國學(xué)生必須很好地掌握英語這門語言。目前，學(xué)生們接觸英語的機(jī)會(huì)很多，而且我們國家也花了大量的人力、物力，著重培養(yǎng)英語人才。然而，學(xué)生們英語學(xué)習(xí)的進(jìn)展卻不盡人意，許多人花了大力氣學(xué)英語，最后卻發(fā)現(xiàn)它既費(fèi)時(shí)，又費(fèi)力。本文主要分析了影響英語學(xué)習(xí)的重要因素：社會(huì)環(huán)境、兩種語言間的差異，學(xué)生學(xué)習(xí)英語的目的與動(dòng)機(jī)。根據(jù)斯波爾斯基的第二語言學(xué)習(xí)條件理論可知,中國學(xué)生在學(xué)習(xí)英語過程中受漢語環(huán)境的影響頗深，缺乏英語

10、語言環(huán)境。要克服這種影響，學(xué)習(xí)者首先要注意語言的遷移作用和跨文化的交流，其次要端正學(xué)習(xí)的態(tài)度，樹立可達(dá)到的目標(biāo)，最后盡可能利用現(xiàn)有的資源創(chuàng)造適合學(xué)習(xí)英語的環(huán)境。關(guān)鍵詞：漢語語境；第二語言學(xué)習(xí);條件；語言遷移ContentsAcknowledgements . 4Abstract .5摘 要.6Chapter 1 Introduction .91.1 The significance of the Research .91.2 Organization of This Paper .9Chapter 2 Literature Review .10Chapter 3 English Learnin

11、g in Chinese Context.123.1 Actuality of English Learning in China.123.2 Factors Affecting English Learning.123.2.1 The Restriction of Social Context.133.2.2 Differences between the Two Languages.133.2.3 The Goals and Motivation143.2.4 Phenomena of Language Transfer.143.3 Distinctions between English

12、 and Chinese.153.3.1 Structure163.3.2 Pronunciation.173.3.3 Vocabulary.173.3.4 Culture.18Chapter 4 Conditions for English Learning.194.1 Social Context194.2 Attitudes and Motivation204.3 Native Pronunciation Condition.214.4 Cultural Background .21Chapter5 Creating Conditions for English Learnin

13、g235.1 A Good Foundation of English.235.2 A Good Attitude on English Learning.235.3 Using Available Resources.235.4 Cultural Communication.245.5 Proper Use of Language Transfer24Chapter6 Conclusion.25On the Influence of Chinese Context in English LearningChapter 1 Introduction1.1 Significance of Res

14、earchEnglish has been a very popular foreign language for learners in China since 1980s. In various fields, English, as an international communicative language, plays a powerful, important and necessary role in Chinese peoples life. Whether you are a teacher or a student, a farmer or a worker, a lea

15、der or a member, you have relations with English. In the long history, English has developed its individual uniqueness and it is easy to be adopted in most nations. Naturally, English has become the global language gradually and has its irreplaceable function and position. In another word, owing to

16、its broad influence, the earth is becoming smaller and smaller. English, as an important tool, has a special function in the communications of all nations. It is estimated about 700 million to 800 million people can speak English. Apart from 400 million native speakers, the others are using English

17、in different ways to different extent. At present up to 300 million people are learning English in China, and there are still more and more people joining the group of English learning. And the number of English learners is increasing rapidly. However, among the English learners, not many have learn

18、ed English well enough to communicate with English speakers on account of Chinese contextual background. Therefore, the study on the influence of Chinese context in English learning is endowed with great significance. 1.2 Organization of the PaperThis thesis consists of 6 chapters. Chapter 1 is the

19、introduction of the thesis. In Chapter 2, the author makes the literal review of the domestication and foreignization both at home and abroad. In Chapter 3, the author does an analysis on English learning in Chinese context. Chapter 4 sets out to analyze conditions for English learning. And Chapter

20、5 provides the ways to creating conditions for English learning. Chapter 6 contains a brief summary and conclusion.Chapter 2 Literature ReviewContext is a popular research subject in modern linguistics. It was first supposed by Malinoswski. After him, many other scholars have also probed into this f

21、ield, such as Firth, Halliday, Lyons and Hymes etc. Owing to their different interests and research perspectives, they have their own notions of context. Context was initiated by a Polish anthropologist, Malinoswski. He states that utterances and situation are bound up inextricably with each other a

22、nd the context of situation is indispensable for the understanding of words. His "context" refers to situational context and cultural context, without consideration of the linguistic context. Later, Firth, the founder of British Functionalism, accepts Malinoswskis notion and develops the c

23、ontextual theories. He supposes that "the context of situation is not merely a setting, background for the words at a particular moment, but rather includes the entire cultural setting of speech and the personal history of the participants". Meanwhile he believes that the task of linguisti

24、c study includes the combination of the meaningful aspects of language with non-linguistic elements. In other words, in the research of context, semantics and pragmatics should be associated with each other. British linguist Halliday, inspired by Firth, suggests the theory of "register" (i

25、.e. context). In his opinion, context consists of three parts: field of discourse, style of discourse and mode of discourse. He further develops non-linguistic context. So he is another great linguist who makes achievement in the field of context after Firth. British linguist Lyons illustrates his n

26、otion of context by introducing six kinds of knowledge of context: (i) Each of the participants must know his role and status, (ii) The participants must know where they are in space and time, (iii) The participants must be able to recognize the situation in terms of its degree of formality, (iv) Th

27、e participants must know what medium is appropriate to the situation, (v) The participants must know how to make their utterances appropriate to the subject matter, (vi) The participants must know how to make their utterances appropriate to the province or domain the situation belongs to. The six fa

28、ctors he describes are in the scope of non-linguistic context. His theory of context is thought to be appropriate and is an instruction for us to build a more complete and systematical theory of context. Moreover, his illustration of context by means of knowledge is quite illuminating. D. H. Hymes,

29、an American socialist, categorizes the context into eight components: setting, participant, ends, art characteristics, key, instrumentalities, norms of interaction and of interpretation, and genres. In China, many scholars have come to realize the importance of context in understanding the meanings

30、of words and sentences etc. He Zhaoxiong, Hu Zhuanglin and other linguists also make a good study on context. Chapter 3 English Learning in Chinese Context3.1 Actuality of English Learning in ChinaWith the opening and reforming, English has been an important course in schools. More and more people h

31、ave realized the importance of English and become English learners to meet the challenges. In China, English is taught in most primary schools in the cities from Grade Three and in all the middle schools in the whole country. In a long term, English will be a major course from primary school to univ

32、ersity learning. Even though one has graduated from university, he has to get in touch with English frequently. In China, CET-4 and CET-6 are set in most colleges and basically everyone has to pass the CET-4, and everyone is trying his best to pass them. To some learners, English is a new thing and

33、due to curiosity, they may have enough warmness and confidence at the beginning of English learning. Later, when they meet various difficulties and blocks, they lost their enthusiasm and confidence gradually even at last, most of them have to give it up. To some students and some adults, the purpose

34、 to learn English is only to meet the demands of exams. According to some surveys, we are seriously affected by the native language Chinese. A lot of people can not break away from the control of the native language, because the two languages are quite different in some aspects.3.2 Factors Affecting

35、 English LearningThe Chinese context has a great influence on English learning in China. Both English learners and English teachers always face this problem that how learners can master English language. Research shows that native language and native language context are the major blocks in the way

36、to learning English. It is generally a bemusement: English learners in China have learned it for a long time, but English learners in China still can not see the progress. English speakers and Chinese speakers have different thoughts. English learners in China are always under the influence of Chine

37、se context, so it is so difficult to have significant progress. In the last 20 years, the environment of English learning has changed a lot in China. We can see the rapid development in English learning. Otherwise, no matter how great the changes are, we are still in the Chinese context which is not

38、 changeable. So, the fact that we should not disengage the Chinese thoughts has an opposite effect on English learning everywhere and anytime. In fact, how Chinese context affect the English learning.3.2.1 The Restriction of Social ContextChinese and English are two very different languages and belo

39、ng to different linguistic systems. To Chinese people, English is a second language. On the other hand, most of the Chinese English learners only depend on the teaching in the classroom, so they have few opportunities to communicate with a native English speaker face to face. Many surveys show that

40、the infant time is the golden time to learn languages. Here we can imagine that if a baby is taught in English, Japanese and Spanish since he was born, when he grows up he can speak three kinds of languages at the same time. Even though he does not know the grammar, he can speak every language very

41、fluently. For most Chinese, they do not know the grammar at all, but all of them can speak Chinese fluently. There is another phenomenon: if there is one English speaker or English teacher in the family, their baby always has a good English achievement. All of these show that Chinese social context

42、has a great influence in English learning. Professor Sun Mianzhi quoted Professor Xiong Denis speech, “ I always compare English Learning to a besiegement. Your English is the Besieger and of course your mother tongue is the one besieged. You command your army of English to break through the line of

43、 defense until you overtake the strongholdyour mother tongue.”（Translated）. But it is really a hard job because you are completely surrounded by the enemy troops and your enemy is so strong.3.2.2 Differences between the Two LanguagesTo learn English well, it is necessary to know the details of it. F

44、irstly, when you are learning the pronunciation, you will be corrected for several times. Sometimes, you want to say go to somewhere by ship, but because you pronounce it too long, some others think that you “go somewhere by sheep”. When you can not separater and l, you will read rice(米飯) as lice(虱子

45、). Secondly, in the grammar you always make mistakes like this: I am student, it raining hard, against this plan, etc. Thirdly, in the acceptation, once you have written “my English level low”. Sometimes even you want to “keep diary” but you use “keeping notes or writing everyday note”. Some sentenc

46、es like “go buy thing and write with English” always appear in your articles. Fourthly, in pragmatics: you once called David Smith Teacher Smith or Mr. David. And we know Father, Mother, Sister in English is quite different from our Chinese. A teacher is very kind and easygoing. The students like he

47、r very much. They think she is just like their mother. But we can never call her Mother Teresa, because in English, Father, Mother or Sister has some religious connotations.3.2.3 The Goals and MotivationsThe goals and motivations of English learner have a great influence in the course of English lea

48、rning. Most of us know that at the beginning of our new country, Chinese people were trying to learn Russian. Only after the opening and the reforming, English became the most popular second language in China. Some people realize the importance of English and they think English is very useful. So th

49、ey will try their best to learn it well. But others bigotry thinks that they do not go abroad and they should not spend so much time and money on English tests. The former will spend much more time than the latter on English learning. In fact, the total time you spent on English learning is not exce

50、eding one year at all. Nobody can learn a language well enough to use it freely. In China, people learn English for different purposes. With the influence of the text-oriented education, people learn it just because they want to earn a diploma or have a better job in the future. So they learn by rot

51、e a lot of grammar rules, read a lot, practice lots of vocabulary and structures. As for communication, they become dumb. Finally, they may realize how inefficient their way is.3.2.4 Phenomena of Language Transfer Language transfer, according to Odlin (1989), is the influence resulting from the simi

52、larities and differences between the target language and the other languages that has been previously (and perhaps imperfectly) acquired. This definition thus suggests that transfer can occur at any levels, strategic, linguistic, discoursal, and pragmatic. Inter-language, such as a semantic formulae

53、, strategy, or linguistic form, occurs in the NL (native language), TL (target language) and IL (inter-language) data. Similar response frequencies in all the three data sets are classified as positive transfer, while different response frequencies between IL-TL and NL-TL combined with similar frequ

54、encies between IL-NL register as negative transfer (quoted, Liu Xiaozhong, 2001). We just take a pragmalinguistic failure for example. Chinese learners usually use the expression: “Never mind” in replying to “Thanks a lot. Thats a great help” (He Ziran, 1988). In Chinese, we use “沒關(guān)系”(Mei guan xi) o

55、r “不用謝”(Bu yong xie) in reply to “Thank you”. However, their equivalents in English, “Never mind”, “Not at all” and “You are welcome” are slightly different in use from one another, though they all may be translated as “沒關(guān)系”(Mei guan xi) in Chinese. The students often failed to see the discrepancy and, due to their mother-tongue influence, used these expressions interchangeably. If a student helped the professor clean the blackboard, h