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外国语学院英语语言学学期论文2011至2012学年度第2学期题目：浅析汉语的负迁移对英语学习的影响姓名：年级：学号：EffectofnegativetransferofChineseonEnglishlearningAbstract:Transferisacommonphenomenonwhichwidelyexistsinallkindsofknowledgeandtechniquesleaning.Duetotheeffectoftransfer,almostalltheacquisitionexperiencearerelatedinseveralways.IntheEnglishlearning,sinceEnglishandChinesearedifferentlanguagesystemsanddifferinmanyways,negativetransferwillemergewhenChinesestudentsstudyEnglish.Ononehand,thisphenomenonisrelatedtothecognitiveleveloflearners,ontheotherhand,it’sboundupwithstudents’relevantabilitydevelopmentwhichteachersneglectintheteaching.ThisthesisexplorestheeffectofnegativetransferofChineseonEnglishlearning,theteachingprinciplestopreventChinesenegativetransfer,EnglishlearningstrategiesunderChinesetransfer.KeyWords:Chinese；negativetransfer；Englishlearning；EnglishTeaching论文摘要:迁移是学习中的一种普遍现象，它广泛存在于各种知识、技能的学习中，也正是由于迁移的作用，所有的习得经验几乎都是以各种方式相互联系起来的。在英语学习中，由于英语和汉语属于不同语系,两种语言在很多方面存在差异，导致了中国学生学习英语时负迁移现象的产生，这一方面与学习者本人的认知水平有关，另一方面也与教师在教学中忽视学生相关能力的培养有关。这篇论文主要研究了汉语负迁移对英语学习的影响，避免汉语负迁移的教学方法以及在汉语负迁移下的学习策略。关键词:汉语；负迁移；英语学习；英语教学IntroductionLanguagetransferplaysavitalroleinthesecondorforeignlanguagestudy.SincetheculturedifferencesbetweenChinaandwesterncountries,foreignlanguagelearnersareofteninterferedbythenegativelanguagetransfer.Moreover,theseeffectsmainlyareembodiedinthedifferencesofgrammaticalmorpheme,vocabulary,syntax,anddiscourse.Therefore,weneedtolearnmoreaboutthelanguagetransfertoavoidmuchmoreserioustransferphenomenaandsearchmoreeffectiveteachingmeasurestodeclineit.Atthesametime,EnglishteachersshouldlearnlotsoflinguisticknowledgeaboutsecondlanguageacquisitionandtryyourbesttohelpEnglishlearnerstogetridoftheeffectofnegativetransferofnativelanguage.1.DefinitionoflanguagetransferLanguagetransferismeantthepsychologicalprocesswherebypriorlearningiscarriedoverintoanewlearningsituation(GassandSelinker,2001；66)，or“theinfluenceresultingfromthesimilaritiesanddifferencesbetweenthetargetlanguageandanyotherlanguagethathasbeenpreviously(andperhapsimperfectly)acquired”(Odlin,2003)(Hu,2001).Andthestudent’slearnedknowledgeandskillsinthenativelanguagecanbetransferredtothesecondortheforeignlanguage,ifit’sbeneficialtothestudyofforeignlanguage,wecalltheeffectaspositivetransfer,otherwiseit’scallednegativetransfer.2.EffectofnegativetransferofnativelanguageonEnglishlearningThoseforeignlanguagelearnersstudysecondlanguageisonthebasisofnativelanguagerules,sowhentheylearntheforeignlanguagestheyunconsciouslyusenativelanguageasareferenceofforeignlanguagelearning.Andtheiroriginalvalueswillbetransferredinevitably,thereforemanyChinesestudentsmakesomeChinglishsentencesanddiscoursesastheystudyEnglish.Asaresult,foreignlanguagelearnersaredeeplyinfluencedbytheirnativecultures.Accordingtotheanalysis,themistakesoftenoccurasthefollowing.2.1TheinterferenceofmorphologyChineseisakindofisolatedlanguageandgenerallypeoplecannotfindsomegrammaticalmorphemeintheChinesevocabulary.ComparedwithChinese,Englishpaymoreattentiontothemorphemechange.Duetothedifferences,Chinesestudentswillmakeanumberoferrorsinthemorphemeacquisition.Thiscanbeseenclearlyinthebelowexamples:Example(1):theheroesofthenationExample(2):thenation’sheroesExample(3):TheclimateofBeijingiscolderthanthatofShangHai.Intheaboveexamples,sentence(1)isequaltosentence(2),andinthesentence(3)wecan’teliminate“that”inChinese.2.2TheinfluenceofvocabularyThisinterferenceismainlyshowedinthechoiceofwords.InEnglishtherearemanysynonyms,buttheyhavedifferentusage.Forinstance,weshouldchoose“fight”and“others”inthefollowingsentences.Example(4):Sowemustknowitand(fight)againstfakecommodities.Example(5):Imuststudyharderthanother(others).2.3TheinterferenceofsyntaxAsanisolatedlanguage,Chinesecan’tbeusedbyaddingaffixesorthechangeofitself.Whenlearnersmeetsomedifficultsentencepatternstheywillturnthemtothesyntaxofnativelanguage.Meanwhile,sometimesitcannotworkwellbecauseofthelanguagesdifferences.Forinstance,inthefollowingsentencesweshouldcorrectexample(6)toexample(7).Example(6):Theywillcopywiththemandsellwithcheapprices.Example(7):Theywillcopythemandsellthemcheaply.2.4TheinterferenceofdiscourseNativelanguageoftenproducesthenegativetransferonthesecondacquisition.Becauseofdifferentlanguageacquisition,ChinesestudentsoftenwriteEnglishpaperswithChinesethoughtandlanguagehabit.Forinstance,inthefollowingsentences,wehadbetteruseexample(9).Example(8):Youcanalsoborrowitfromschool.Example(9):Onecanalsoborrowitfromschool.3.TheteachingprinciplestopreventChinesenegativetransfer3.1SituationalteachingprincipleLanguageisusedforhuman’scommunication.Asacommunicativetool,itmustberelatedtotherealsituation.Theselectionandorganizationoflanguageitemsarebasedonsituations.Ifweareonlyabsorbedinthegrammaticalformsandsentencepatterns,wewon’ttransferthisknowledgefromnegativeonetopositiveone.Hence,intheteachingtomakethemostofsituationisagoodwaytodeveloplanguagetransfer.3.2EnlighteningteachingprinciplePersonaltraitisakindofrelativelystablepsychologicalquality.Whenonelearnslanguageandconductsthelanguagetransferactivities,hemus