論以中文為母語的負(fù)遷移對英語學(xué)習(xí)的影響

1、XxXX本科生畢業(yè)論文（設(shè)計(jì)）冊 學(xué)院 外國語學(xué)院 專業(yè) 英語翻譯 班級 XX級機(jī)器翻譯班 學(xué)生 XXX 指導(dǎo)教師 XXX XXXX大學(xué)本科畢業(yè)論文（設(shè)計(jì)）任務(wù)書編 號： 論文（設(shè)計(jì)）題目： 論以中文為母語的負(fù)遷移對英語學(xué)習(xí)的影響 學(xué)院： 外國語學(xué)院 專業(yè)： 英語翻譯 班級： XXX機(jī)器翻譯班 學(xué)生姓名： XXX 學(xué)號： 2009011774 指導(dǎo)教師： XXX 職稱：講師 1、 論文（設(shè)計(jì)）研究目標(biāo)及主要任務(wù)本論文的研究目標(biāo)是探討負(fù)遷移對母語為中文的學(xué)生學(xué)習(xí)英語的影響及如何在各方面避免負(fù)遷移的影響。2、論文（設(shè)計(jì)）的主要內(nèi)容 本論文分為四章，第一章介紹負(fù)遷移的定義和分類，第二章介紹負(fù)遷移在語

2、言學(xué)范疇對英語學(xué)習(xí)的影響，第三章論述了中文負(fù)遷移在文化方面的影響。最后一章提出如何避免母語負(fù)遷移。3、論文（設(shè)計(jì)）的基礎(chǔ)條件及研究路線 本論文的基礎(chǔ)條件是不同的語言學(xué)家及教師對母語負(fù)遷移的研究結(jié)果。 研究路線是對中文負(fù)遷移的影響從不同的因素角度進(jìn)行詳細(xì)的闡述，并提出如何應(yīng)對避免負(fù)遷移對英語學(xué)習(xí)的影響。4、 主要參考文獻(xiàn)Brown, H.D. Principles of Language Learning and Teaching New York: Prentice Hall Regents, 1994.Chomsky, N. Aspects of the Theory of Syntax C

3、ambridge, Mass:MIT Press, 1965.Dulay, H., M, Burt. & S. D, Krashen. 1982. Language Two. Oxford University Press.戴煒棟，王棟，語言遷移研究：問題與思考。外國語，2002，(6)。俞理明，語言遷移與二語習(xí)得，上海：上海外語教育出版社，2004。袁彩虹,郎紅琴，母語文化的負(fù)遷移與英語教學(xué)，外語與外語教學(xué)，2000 (8)1。5、計(jì)劃進(jìn)度階段起止日期1確定初步論文題目3月9日前2與導(dǎo)師見面，確定大致范圍，填開題報(bào)告和任務(wù)書，導(dǎo)師簽字3月9日-3月15日3提交論文提綱3月15日-3月20日4

4、交初稿和文獻(xiàn)綜述3月20日-4月25日5交終稿和評議書5月10日前指 導(dǎo) 教師： 年 月 日教研室主任： 年 月 注：一式三份，學(xué)院（系）、指導(dǎo)教師、學(xué)生各一份 XXXX大學(xué)本科生畢業(yè)論文（設(shè)計(jì)）開題報(bào)告書 外國語 學(xué)院 英語翻譯 專業(yè) 2012 屆學(xué)生姓名XXX論文（設(shè)計(jì)）題目 論以中文為母語的負(fù)遷移對英語學(xué)習(xí)的影響指導(dǎo)教師XXX專業(yè)職稱 講師所屬教研室商務(wù)英語教研室研究方向 語言學(xué)課題論證：從語言學(xué)和文化知識等方面論證中文負(fù)遷移對英語學(xué)習(xí)的負(fù)作用及其在英語學(xué)習(xí)中如何避免母語負(fù)遷移。方案設(shè)計(jì)：第一章介紹負(fù)遷移的定義和分類， 第二章介紹負(fù)遷移在語言學(xué)范疇對英語學(xué)習(xí)的影響， 第三章論述了中文負(fù)遷

5、移在文化方面的影響。 第四章提出如何避免母語負(fù)遷移。進(jìn)度計(jì)劃：3月9日前確定初步論文題目 3月15日前寫開題報(bào)告、任務(wù)書3月20日前提交論文提綱4月25日前提交初稿和文獻(xiàn)綜述5月10日前交終稿和評議書指導(dǎo)教師意見： 指導(dǎo)教師簽名： 年 月 日教研室意見： 教研室主任簽名： 年 月 日XXXX大學(xué)本科生畢業(yè)論文（設(shè)計(jì)）評議書姓 名XXX學(xué)院外國語學(xué)院專業(yè)英語翻譯年級（班）2009級機(jī)器翻譯班論 文 題 目論以中文為母語的負(fù)遷移對英語學(xué)習(xí)的影響完成時(shí)間2013/5/10論文內(nèi)容摘要眾所周知，外語是在母語的環(huán)境中學(xué)習(xí)的一門外國語言。因此,母語勢必影響英語的交流模式和話語的形成,這種影響也就是“語言遷

6、移”,即在第一語言習(xí)得環(huán)境中所獲得的知識向第二語言學(xué)習(xí)過程的遷移。語言遷移已經(jīng)成為語言學(xué)的一個(gè)非常重要的研究范疇。遷移分為正遷移和負(fù)遷移兩類。正遷移促進(jìn)二語習(xí)得，負(fù)遷移阻礙二語習(xí)得。而對學(xué)生在其二語的習(xí)得過程中所遇到的困境的研究不斷的反映出學(xué)生從母語到目的語的負(fù)遷移現(xiàn)象。 本文將重心集中在以漢語為母語的英語學(xué)習(xí)者的語言負(fù)遷移上，明確母語負(fù)遷移對英語學(xué)習(xí)的影響并提出減少母語負(fù)遷移的方法和策略。 指導(dǎo)教師評語 年 月 日指 導(dǎo) 教 師職稱初評成績答辯小組姓名職稱教研室組長成員答辯記錄： 記錄人簽字： 年 月 日答辯小組意見： 組長簽字： 年 月 日學(xué)院意見： 評定成績： 簽章 年 月 日 XXXX

7、大學(xué)本科生畢業(yè)論文（設(shè)計(jì)）文獻(xiàn)綜述Literature Review2.1 Different Definitions of Language TransferIn 1965, the famous British psychologist R.Ellis proposed the definition of“Transfer”: Learning of task A will affect learning of task B. He said this is the most important concept in the theory and practice of education

8、. James replaced“task A and task B” in the definition of R.Ellis as first language (L1) and second language(L2) (James, 1980:11), and thus making a definition of language transfer. The study of the phenomenon of language transfer has long been a hot topic of second language acquisition researchers a

9、nd educators. For this reason, the termlanguage transfer is frequently used in the field of Second Language Acquisition. Sherwood Smith advocated the use of“interlingual” instead of“l(fā)anguage transfer”. On the basis of researches of“l(fā)anguage transfer” in Second Language Acquisition , Odlin made a con

10、cise and precise definition: Language transfer refers to the impact of the similarities and differences between the target language and any other language which has been learned previously (or not fully learned) (Terence Odlin, 1989:27).Language transfer refers to the effect of one language on the l

11、earning of another. The influence on second language acquisition from Learners native language should be called“first language transfer”. Furthermore, Odlin has also absorbed the reasonable part of the concept which Sherwood Smith (1986) has advocated the use of“Interlingual”, proposing that transfe

12、r is not only reflected in the learners errors, namely negative transfer, and it is also reflected in the role in promoting, namely positive transfer. Odlins definition has been widely accepted and recognized in the research world. It is now acted as an effective tool in the study of the important c

13、oncepts and interlingual influence in the second language acquisition researches. Sometimes interlingual influences are more complex and complicated such as avoidance, overuse. Because of differences in native language and the target language, learners try to avoid the use of certain language struct

14、ures. Owing to the impact of the first language, learners tend to make excessive use of certain language. In brief, the negative transfer of mother tongue in second language acquisition can not be denied.2.2 Categories of Negative TransferTransfer is considered as both a product and a process . When

15、 transfer is viewed as the process, it refers to some kind of active and changing things; when the transfer is viewed as the product, it can be divided into two types, namely positive transfer and negative transfer(邵瑞珍, et al, 1983). When a language has a good influence on the acquisition of another

16、 language acquired after the previous language, then it contributes to a positive transfer.The positive transfer of mother tongue indicates that the similarities between native language and target language will promote target language learning, and accelerate the development of interlanguage sequenc

17、e. The mother tongue of learners can help them to understand and master foreign skills in some languages. This positive transfer happens whether two languages have the same learning task, and permeates all levels of the language. Negative transfer means the interference of mother tongue on second la

18、nguage acquisition. This negative transfer occurred in the case that the learning tasks of two languages have both connections and differences. Language learners can not properly use the expression of the native language to replace the expression of a foreign language. It is mainly because the form

19、and rule system of native language is different from target language while language leaners think they are same. (唐承賢, 1997). Mother tongue interference will lead to error occurrence and it is a common phenomenon in second language acquisition (Ellis, 1985).XXXX本科生畢業(yè)論文設(shè)計(jì) 題目 論以中文為母語的負(fù)遷移對英語學(xué)習(xí)的影響 作者姓名

20、XXX 指導(dǎo)教師 XXX 所在學(xué)院 外國語學(xué)院 專業(yè)（系） 英語翻譯 班級（屆） 2009級機(jī)器翻譯班 完成日期 2013 年 5 月 10 日VIIINegative Transfer of Chinese as the First Language on English Learning ByXXXXXX, TutorA Thesis Submitted to Foreign Language Department In Partial Fulfillment of the Requirements for the Degree of B.A in English At XXX Unive

21、rsity May 10th, 2013I中文摘要 眾所周知，外語是在母語的環(huán)境中學(xué)習(xí)的一門外國語言。因此,母語勢必影響英語的交流模式和話語的形成,這種影響也就是“語言遷移”,即在第一語言習(xí)得環(huán)境中所獲得的知識向第二語言學(xué)習(xí)過程的遷移。語言遷移已經(jīng)成為語言學(xué)的一個(gè)非常重要的研究范疇。遷移分為正遷移和負(fù)遷移兩類。正遷移促進(jìn)二語習(xí)得，負(fù)遷移阻礙二語習(xí)得。而對學(xué)生在其二語的習(xí)得過程中所遇到的困境的研究不斷的反映出學(xué)生從母語到目的語的負(fù)遷移現(xiàn)象。 本文將重心集中在以漢語為母語的英語學(xué)習(xí)者的語言負(fù)遷移上，明確母語負(fù)遷移對英語學(xué)習(xí)的影響并提出減少母語負(fù)遷移的方法和策略。 關(guān)鍵字： 中文 負(fù)遷移 英語學(xué)習(xí)

22、I Abstract With the development of globalization, the relations between nations are tightened gradually. Now English plays an important role and is also an indispensable part of human life. However, as for those who learn English as second language, it is inevitable to be influenced by the negative

23、transfer from their mother tongue. Therefore, we need to make a further analysis about negative transfer phenomenon and try to overcome the bad effects through getting a though understanding of it. As we all know, foreign language is a kind of language acquired in the mother tongue surroundings. Thu

24、s, the first language will affect the communication mode of English and the formation of conversion which is called “l(fā)anguage transfer” namely transfer from the knowledge acquired under the condition of mother tongue to the second language acquisition. Language transfer has been a vital and prevaili

25、ng topic in the field of linguistics. Transfer is classified into two forms: positive transfer and negative transfer.The research on difficulties that learners have encountered in the learning of second language has increasingly illustrated negative transfer of mother tongue. Thus, the thesis concen

26、trates on the negative transfer from Chinese to English, indicating the problems Chinese has caused to English leaning, in order to help the learners conquer the negative influence of Chinese on English learning. Key words: Chinese Negative Transfer English LeaningIIContents中文摘要.IAbstract .IIIntrodu

27、ction .1Chapter I. Literature Review.3 1.1 Different Definitions of Language Transfer.3 1.2 Categories of Negative Transfer.4Chapter II. Negative Transfer of Linguistics Aspects.5 2.1 Negative Transfer in Phonetics.52.1.1 Different Phoneme Systems.52.1.2 Tone Language and Intonation Language.6 2.1.2

28、.1. Voice and Unvoice.6 2.1.2.2. Accent Change.6 2.1.2.3 Changes in the Length of the Sound.7 2.2 Negative Transfer of Vocabulary.7 2.2.1 Meanings of Words.7 2.2.1.1 Conceptual Meaning of Words.7 2.2.1.2 Connotative Meaning of Words.82.2.2 Collocation .92.2.3 Traditional Idioms.10 2.3 Negative Trans

29、fer of Grammar.112.3.1 Plurality and Grammatical Accord .112.3.2 The Tense and The Voice .122.3.3 The Word Order .13Chapter III. Negative Transfer of Cultural Knowledge.14 3.1 On Different Social Etiquettes.143.1.1 Greetings.143.1.2 Compliment and Respond.153.1.3 Forms of Address and Courtesy.16 3.2

30、 On Different Values and Morality Standards.17 3.3 On Religions and Beliefs.18Chapter IV. How to Avoid Negative Transfer.19 4.1 Reducing Negative Transfer, Promoting Positive Transfer.194.1.1 On Phonetic Aspect.194.1.2 On Syntax Aspect.19 4.2.Enhancing the Knowledge of Western Culture.20Conclusion .

31、22Reference.23 III Introduction Nowadays, English has become a prevailing topic in modern life in some areas such as commerce, science, and international relations. Therefore, there are more and more people speaking English as second language. Especially in China, a extremely high percent of populat

32、ion is learning English. However, in the process of learning, English learners must face the difficulties caused by their mother tongue, namely negative transfer of mother tongue in different aspects such as vocabulary, grammar, syntax etc. It is a popular belief that second language acquisition(SLA

33、) is strongly affected by the learners first language(L1). The strong support for this claim can be got from foreign accents in the second language(L2) speech of learners(Ellis, 1985). When a Chinese speaks English, his English sounds Chinese. Furthermore, L1 habits also affect some aspects like voc

34、abulary, grammar, etc. learners use to express ideas in L2 .On account of the existent linguistic problem mentioned above, traditional linguistics believe that the role of the L1 in SLA is a negative one. That is to say L1 interferes with the learning of the L 2, such that characters of L1 are trans

35、ferred into the learning of L2(Ellis, 1985). For decades, many experts and language teachers have emphasized negative transfer in SLA.In this thesis, the author, focusing on the negative transfer from Chinese to English analyze the different parts of negative transfer and introduce several approache

36、s to avoid the negative transfer.There are four sections including in the thesis paper.Chapter one describes the different definitions of language transfer and classifications of negative transfer.Chapter two illustrates negative transfer of linguistics knowledge on three parts, namely on phonetics,

37、 on grammar, and on vocabulary.Chapter three is about the negative transfer in the manifestation of culture.Chapter four brings into some strategies on how to get rid of negative transfer of mother tongue.The thesis draws a conclusion at last and once again emphasize the importance of negative trans

38、fer.Chapter I. Literature Review1.1 Different Definitions of Language TransferIn 1965, the famous British psychologist R.Ellis proposed the definition of“Transfer”: Learning of task A will affect learning of task B. He said this is the most important concept in the theory and practice of education.

39、James replaced“task A and task B” in the definition of R.Ellis as first language (L1) and second language(L2) (James, 1980:11), and thus making a definition of language transfer. The study of the phenomenon of language transfer has long been a hot topic of second language acquisition researchers and

40、 educators. For this reason, the termlanguage transfer is frequently used in the field of Second Language Acquisition. Sherwood Smith advocated the use of“interlingual” instead of“l(fā)anguage transfer”. On the basis of researches of“l(fā)anguage transfer” in Second Language Acquisition , Odlin made a conci

41、se and precise definition: Language transfer refers to the impact of the similarities and differences between the target language and any other language which has been learned previously (or not fully learned) (Terence Odlin, 1989:27).Language transfer refers to the effect of one language on the lea

42、rning of another. The influence on second language acquisition from Learners native language should be called“first language transfer”. Furthermore, Odlin has also absorbed the reasonable part of the concept which Sherwood Smith (1986) has advocated the use of“Interlingual”, proposing that transfer

43、is not only reflected in the learners errors, namely negative transfer, and it is also reflected in the role in promoting, namely positive transfer. Odlins definition has been widely accepted and recognized in the research world. It is now acted as an effective tool in the study of the important con

44、cepts and interlingual influence in the second language acquisition researches. Sometimes interlingual influences are more complex and complicated such as avoidance, overuse. Because of differences in native language and the target language, learners try to avoid the use of certain language structur

45、es. Owing to the impact of the first language, learners tend to make excessive use of certain language. In brief, the negative transfer of mother tongue in second language acquisition can not be denied.1.2 Categories of Negative TransferTransfer is considered as both a product and a process . When t

46、ransfer is viewed as the process, it refers to some kind of active and changing things; when the transfer is viewed as the product, it can be divided into two types, namely positive transfer and negative transfer(邵瑞珍, et al, 1983). When a language has a good influence on the acquisition of another language acquired after the previous language, then it contributes to a positive transfer.The positive transfer of mother tongue indicates that the similarities between native language