A Study of Mother Tongues Negative Transfer in English Learning in Junior High School.docx

A Study of Mother Tongues Negative Transfer in English Learning in Junior High School.docx

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AStudyofMotherTonguesNegativeTransferinEnglishLearninginJuniorHighSchool

AStudyofMotherTongue’sNegativeTransferinEnglishLearninginJuniorHighSchool

Abstract:

Inforeignlanguagelearningprocess,therehasbeenarelativelycompletenativelanguagesysteminthelearners’mindwhichinfluencesthelearners’targetlanguagelearning.Thisinfluenceiscallednativelanguagetransfer.Nativelanguagetransferisanundeniablephenomenon.Nativelanguagetransfer,especiallynegativetransferofnativelanguageisalwaysconcernedbylanguageresearchersandteachers.Nativelanguagetransferisoftendiscussedinforeignlanguageacquisition.Itcanbedividedintotwokinds:

positivenativelanguagetransferandnegativenativelanguagetransfer.Positivetransferhelpslanguageacquisition.Contrarily,negativetransferhinderslanguageacquisition.Thisstudymainlyfocusesontheinfluencesonjuniorhighschoolstudents’Englishlearningcausedbynegativelanguagetransfer.

BasedonJuniorHighSchoolEnglishCurriculumStandardsforstudents’Englishlearningandthetheoryoflanguagetransfer,thisstudyinvestigatesthestatusquoandtrendsofjuniorhighschoolstudents’mothertongue’snegativetransferinEnglishlearningandconductsastatisticalanalysisoferrors.Byreferringtothenumerousexamples,thestudyfindsthattherearealargenumberofphenomenaofmothertonguenegativetransferinjuniorhighschoolstudents’Englishlearning,mainlyintermsofphonetics,grammar,vocabulary,lexis,syntax,chapterstructure,cultureandwaysofthinking.

Thisthesisintroducestheessence,definition,typesoftransfer,thetheoreticalbasisandthenreviewsthedomesticandforeignresearchabouttheinfluenceofnativenegativetransferinEnglishlearning.Theresearchdesignwhichcontainsstudyquestions,subjects,instrumentsandprocedures.ThentheresultofthequestionnaireisanalyzedandtheerrorsresultingfromChinesenegativetransferaccordingtothesamplesintheeducationpracticeareclassifiedandanalyzedinthreeaspectswhicharelexicalerrors,grammarerrors,andcultureerrors.Hence,thepaperisplannedtoinvestigateandanalyzestudents’mistakeswhichresultfromnegativetransferofthenativelanguagetofindoutmainproblemsintheirEnglishlearningfromtheperspectiveoflanguagetransfer,inordertoseekEnglishteachingmethodsmorefavorableforstudents’learning.

Keywords:

negativetransfer;positivetransfer;secondlanguageacquisition

初中生英语学习中母语的负迁移现象研究

摘要:

在外语学习过程中，学习者的脑海里已经存的比较完整的母语语言体系往往会对目标语言的习得造成一定的影响，这种影响即是母语迁移。

母语迁移是一种不可否认的现象,也是二语习得研究中经常讨论的问题。

母语迁移一般可分为母语正迁移和母语负迁移。

正迁移促进语言学习，相反，负迁移妨碍语言学习。

本文主要讨论母语负迁移对初中学生英语学习的影响。

根据初中英语课程标准对中学生英语学习的要求，基于迁移理论,语言迁移理论，对比分析理论，错误分析理论等对初中生英语学习的负迁移现状及趋势进行调查，并结合教育实习中大量的例子，进行了统计分析，发现学生在英语学习中存在着大量的母语负迁移现象，主要表现在语音、语法、词汇、词法、句法、篇章结构、文化以及思维习惯等方面。

本文首先介绍了迁移的本质、定义、种类以及研究的理论基础、对比分析理论和错误分析理论，并对国内外关于母语负迁移研究以及母语负迁移对初中生英语学习的影响进行了综述，在研究设计中对研究问题、研究对象、研究方法、研究工具、研究步骤和研究结果作了阐述。

随后根据调查问卷及实习中搜集到的大量例子，对其中的母语负迁移错误进行分类，分别从语法、词汇和文化总共三个层面进行了具体错误分析。

本文从语言迁移的角度来分析总结学生英语学习中的错误以找到学生英语学习中的主要问题，从而探索出更有利于学生学习外语的教学方法。

关键词：

负迁移；正迁移；二语习得

Introduction

Intheprocessofforeignlanguagelearning,arelativelycompletenativelanguagesysteminlearners’mindleadstoacertaininfluenceonlearners’targetlanguageacquisition,whichiscalledlanguagetransfer.Languagetransferisalwaysthecentraltopicinsomefields,suchasappliedlinguistics,secondlanguageacquisitionandforeignlanguageteaching.ForChinesestudents,ChinesehaveagreateffectontheirEnglishlearning,especiallybeginners,suchasjuniorhighschoolstudentsandprimaryshoolstudents.Asabeginner,therearemanylimitationsintheirvocabulary,grammarandsoon.Besides,sinceChineseandEnglishbelongtodifferentlanguagefamilies,theyaredifferentfromeachother.Therefore,thephenomenonofmothertongue’snegativetransferisinevitable.Chinesewaysofthinkingcanbefoundeverywhere.TheirEnglishareobviouslyinfluencedbytheirnativelanguage—Chinese.Withthedevelopmentofthetheoryoflanguagetransfer,muchmoreimportanceisbeingattachedtotheinfluenceofChineseonjuniorhighschoolstudents.

Manyresearchersandlinguistsareinterestedinlanguagetransfer.Languagetransfer,alsocalledcross-linguisticinfluence,（Odlin,1989）isoneofthekeyfeaturescontributingtolearners’interlanguage.Inforeigncountry,accordingtoOdlin’study,therecanbetwokindsoftransfer:

positivetransferandnegativetransfer.PositivetransferhelpsstudentstolearnEnglishbetter.TheirpreviousknowledgeplaysapositivepartintheirEnglishlearning.StudentscanlearnEnglishquicker,easierandbetter.Yet,negativetransferaffectsstudentstolearnEnglish,contributingtobreakdownsandmisunderstandings.Whattheyhavelearnedmaycontrarilyhinderstudentstouseproperlywhattheylearnlater.TerenceOdlingivesadefinitionoftransfer,“Transferistheinfluenceresultingfromthesimilaritiesanddifferencesbetweenthetargetlanguageandanyotherlanguagethathasbeenpreviously（andperhapsimperfectly）acquired.”Thatistosay,transferisakindofinfluence,whichisoriginatedfromthesimilaritiesanddifferencesbetweenthefirstlanguageandthesecondlanguageorthelanguagewhichisnotcompletelyacquired.InChina,DingJiren（2004）thought:

mothertonguehasagreateffectonforeignlanguagelearning.Ononehand,itcanbenegative.Ontheotherhand,itcanalsobepositive.Peoplethoughtthatthefirstlanguageslowsdownandinterfereswiththeprocessofthesecondlanguageacquisition.TheinfluenceofChinesesyntaxonthesecondlanguageacquisitioncanalsobefoundintheoralorwrittenworkofChinesestudentsofEnglish.Butitisshouldberealizedthatthesestudentsmighthavealsotriedtheirbestandthosewhomaketheseerrorsshouldbegivencreditformakinganefforttoexpressthemselves.GanLi（2004）thoughtChinesehasanimportantinfluenceonthesecondlanguagelearningforChinesestudentsintermsofphonetics,semantics,especiallysyntax.ThetheoryoflanguagetransferhelpsexplainwhystudentsmakesuchmistakesintheirEnglishlearning.Theyareinfluencedbynegativetransferoftheirnativelanguage.Thisthesisneedstosolvetheproblems:

1）Whatmistakesarestudentsmakingandhowcanweexplainintermoflanguagetransfer?

2）Whatcanteachersdotohelpstudentscorrectthesemistakes?

Intheprocessofforeignlanguageacquisition,nativelanguagetakesanimportantrole.However,thebeginnerswhoknowlittleofanotherlanguageareoftenapttorelyontheirmothertongue,whichleadstomothertongue’snegativetransfer.Thephenomenonoflanguagetransferwhichisalsocalledcross-linguisticinfluencesisveryworldwideinforeignlanguagelearning.Formanyyears,thesignificanceoflanguagetransferhaslongbeenacontroversialtopic.AccordingtoTerenceOdlin’LanguageTransfer—Cross-linguisticinfluenceinlanguagetransfer,thecontroversialhashadalonglifenotonlyamongsecondlanguageteachersandresearchers,butalsoamonglinguistsinterestedinthequestionsoflanguagecontactandlanguagechange.Itiscrucialthatteachersmakefulluseofmothertongue’positivetransfer,realizetheinfluencesofmothertongue’snegativetransferonstudents’Englishlearningespeciallythebeginners,suchasthejuniorhighschoolstudentsandanalyzethedifferencesbetweenthetwolanguages,thusimprovingtheefficiencyofstudents’Englishlearning.Therearemanymothertongue’negativetransferintermsofphonetics,grammar,lexis,semantics,pragmatics,textstructure,culturebackground,modesofthinking,culturetraditions,socialhistory,etc.Thisthesismainlymakeananalysisofmothertongue’snegativetransferfromthreeaspectsincludinglexis,grammarandculture.Inordertohelpstudentsrecogniseandovercomemothertongue’negativetransferbetter,ensureteachingactivitiesbetterandimproveteachingefficiencyanddecreasemisunderstandingswithforeignfriends,thisthesismakeainvestigationofthephenomenonofmothertongue’snegativetransferinEnglishlearninginjuniorhighschoolintermsoflexis,grammarandculture.

Thethesisconsistsoffiveparts.Partoneintroducesthebackground,purposeandsignificanceofthestudyandthentheorganizationofthethesis.Parttwoexplainsliteraturereviewofthestudyaboutmothertongue’snegativetransferabroadandathome,tellingaboutthenature,kinds,definitionoftransfer,thetheoryoftransfer,languagetransferanditsrelatedstudyoflanguagetransferincludingcontrastiveanalysisanderroranalysis.Partthreetellsaboutmethodology,mainlyconcernsthestudyquestions,subjects,instrumentsandprocedures.Partfourconcludestheresultsandanalysiswhichclassifyandanalyzestudents’mistakesaboutmothertongue’snegativetransferintermsoflexis,grammarandcultureaccordingtolotsofsamplesfromtheeducationpracticeandmakeadataanalysisaccordingtotheinvestigation.Partfiveisabouttheconclusionofthethesisandsomesuggestionsaboutteachingmethodsbasedonthestudy.

Literaturereview

Thetheoryoftransfer

“Transfer”isnotatechnicaltermofforeignlanguageacquisitionbutaconceptofcognitivepsychology.Psychologistsdefinedtransferasatypeoflearningactivitiesbywhichknowledgeaboutlearningskillsthatlearnersacquiredpreviouslywillinfluencetheoutcomeoftheirlaterlearningortrainingbehavior."Transfer"referstotheinfluenceofknowledge,skills,learningmethodsandlearningattitudesthathavebeenobtainedontheacquisitionofnewknowledge,newskillsandsolvingthenewproblems.“Transfer”isalsoaprocessthatlearnerslearntoco