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汉语语言环境对英语学习的影响ThefactorsaffectingtheEnglishlearninginChinesecontextAbstractAgoodmasteryofEnglishhasbecomeamustforallthestudentsinChinabecauseoffrequentcommunicationbetweencountries.ItiseasyforthestudentstogetaccesstoEnglish.AndourcountrylaysstressonfosteringEnglishtalents.ButthepresentsituationofEnglishlearningisthatmanypeoplehavelaboredonitbutonlytofinditisawasteoftimeandenergy.ThisthesisanalyzesthefactorsaffectingtheEnglishlearningwhicharesocialcontext,thedistinctionbetweenthesetwolanguagesandthestudents’goalsandmotivations.WithBernardSpolsky’stheory,theauthorexplainsthemostimportantconditionsforsecondlanguagelearning:socialcontext,culturalbackground,exposureconditionandnativepronunciationcondition.Heinsiststhatlearnersshouldpayspecialattentiontolanguagetransferandinterculturalcommunication.Besides,agoodattitudeiscrucial.AvailableresourcesarealsoofgreathelptocreategoodconditionsforEnglishlearninginChinesecontext.KeyWords:Chinesecontext;conditions;secondlanguagelearning;languagetransfer摘要由于国际间的交流日益频繁,中国学生必须很好地掌握英语这门语言。目前,学生们接触英语的机会很多,而且我们国家也花了大量的人力、物力,着重培养英语人才。然而,学生们英语学习的进展却不尽人意,许多人花了大力气学英语,最后却发现它既费时,又费力。本文主要分析了影响英语学习的重要因素:社会环境、两种语言间的差异,学生学习英语的目的与动机。根据斯波尔斯基的《第二语言学习条件》理论可知,中国学生在学习英语过程中受汉语环境的影响颇深,缺乏英语语言环境。要克服这种影响,学习者首先要注意语言的迁移作用和跨文化的交流,其次要端正学习的态度,树立可达到的目标,最后尽可能利用现有的的资源创造适合学习英语的条件。关键词:汉语语境;第二语言学习;条件;语言迁移IntroductionEnglishplaysaveryimportantroleineveryareaofthesociety.Whetheryouareateacherorastudent,afarmeroraworker,aleaderoramember,youhaverelationswithEnglish.Inthelonghistory,Englishhasdevelopeditsindividualuniquenessanditiseasytobeadoptedinmostnations.Naturally,Englishhasbecomethegloballanguagegraduallyandhasitsirreplaceablefunctionandposition.Inanotherword,owingtoitsbroadinfluence,theearthisbecomingsmallerandsmaller.English,asanimportanttool,hasaspecialfunctioninthecommunicationsofallnations.Itisestimatedabout700millionto800millionpeoplecanspeakEnglish.Apartfrom400millionnativespeakers,theothersareusingEnglishindifferentwaystodifferentextent.Atpresentupto300millionpeoplearelearningEnglishinChina,andtherearestillmoreandmorepeoplejoiningthegroupofEnglishlearning.AndthenumberofEnglishlearnersisincreasingrapidly.However,amongtheEnglishlearners,notmanyhavelearnedEnglishwellenoughtocommunicatewithEnglishspeakers.Botheducatorsandlinguisticsareshowingtheirconcernaboutsecondlanguage.SomeareresearchintotheEnglishteachingmethodologytheGrammar-translationMethod,?theDirectMethod,theOralApproach,theAudio-lingualMethod,theCognitiveApproach,theNaturalApproach,theCommunicativeApproach,etc.;someareanalyzingrelationshipbetweenpsychologyandsecondlanguageacquisitionSandraLeeMckay,NancyH.Hornberger,etc.,stillsomeothersarestudyingthewaytolearnEnglishorasecondlanguageBernardSpolsky,ClaireKranmsh,ElliHinkel,RodEllis,etc..Athome,YuLimingisstudyinglanguagetransfer,andSunMianzhiisexploringChinesecontextandEnglishlearning.Indeed,teachingmethodology,psychologyandcontextsaffectthelearningprocess.Ⅰ.ActualityofEnglishLearninginChinaWiththeopeningandreforming,Englishhasbeenanimportantcourseinschools.MoreandmorepeoplerealizetheimportanceofEnglishandbecameEnglishlearnerstomeetthechallenges.InChina,EnglishistaughtinmostprimaryschoolsinthecitiesfromGradeThreeandinallthemiddleschoolsinthewholecountry.Inalongterm,Englishwillbeamajorcoursefromprimaryschooltouniversitylearning.Eventhoughonehasgraduatedfromuniversity,hehastogetintouchwithEnglishfrequently.InChina,CET-4andCET-6aresetinmostcollegesandbasicallyeveryonehastopasstheCET-4,andeveryoneistryinghisbesttopassthemTosomelearners,Englishisanewthingandduetocuriosity,theymayhaveenoughwarmnessandconfidenceatthebeginningofEnglishlearning.Later,whentheymeetvariousdifficultiesandblocks,theylosttheirconfidencegraduallyevenatlastmostofthemhavetogiveitup.Tosomestudentsandsomeadults,thepurposetolearnEnglishisonlytomeetthedemandsofexams.Accordingtosomesurveysweareseriouslyaffectedbythenativelanguage?Chinese.Alotofpeoplecannotbreakawayfromthecontrolofthenativelanguage,becausethetwolanguagesarequitedifferentinsomeaspects.II.FactorsAffectingEnglishLearningTheChinesecontexthasagreatinfluenceonEnglishlearninginChina.BothEnglishlearnersandEnglishteachersalwaysfacethisproblemthathowlearnerscanmasterEnglishlanguage.ResearchshowsthatnativelanguageandnativelanguagecontextarethemajorblocksinthewaytolearningEnglish.Itisgenerallyabemusement:EnglishlearnersinChinahavelearneditforalongtime,butEnglishlearnersinChinastillcannotseetheprogress.EnglishspeakersandChinesespeakershavedifferentthoughts.EnglishlearnersinChinaarealwaysundertheinfluenceofChinesecontext,soitissodifficulttohavesignificantprogress.Inthelast20years,theenvironmentofEnglishlearninghaschangedalotinChina.WecanseetherapiddevelopmentinEnglishlearning.Otherwise,nomatterhowgreatthechangesare,wearestillintheChinesecontextwhichisnotchangeable.So,thefactthatweshouldnotdisengagetheChinesethoughthasanoppositeeffectonEnglishlearningeverywhereandanytime.Infact,howChinesecontextaffecttheEnglishlearning.A.TheRestrictionofSocialContextChineseandEnglisharetwoverydifferent