母语正迁移在初中英语词汇学习中的作用研究
Chapter One Literature Review
1.1 Related Studies Abroad and Home
This section mainly talks about the studies of language transfer in domestic and foreign countries. The studies on positive transfer are focused, so as imperial study. The study of language transfer in foreign countries has a history of more than a hundred years. And the research can be divided into three stages, which will be introduced in the next chapter. Since 1950s, numerous works about Language Transfer came into being, including,Gass & Selinker（1983）,Vildomec（1963）,Kellerman & Sharwood Smith（1986）,Ringbom（1987）,Odlin（1989）,Dechert & Raupach（1989）Jarvis & Pavlenko (2008),etc. Among them, Odlin’s works on language Transfer is commonly believed as a milestone in the history of second language acquisition. His masterpiece Language Transfer: Cross-Linguistic Influence in Language Learning (Odlin, 1989) gives a most comprehensive coverage of research outcomes before 1990s and it is cited most frequently by other works. Currently, Jarvis and Pavlenko’s masterpiece Crosslinguistic Influence in Language and Cognition (Jarvis & Pavlenko, 2008) is another influential work. This monograph described language transfer from the cognitive aspect and made a detailed description on the study of language transfer theory. Among numerous studies empirical studies are quite a lot. Many scholars (Gass, 1979; Hyltenstam, 1984) confirmed the facilitate function of transfer through the study of relative clauses. The positive role of language transfer can also be found in other areas. In terms of lexicon learning, scholars have got some achievements in lexical semantics, lexical representation, and activation of lexicon.
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1.1.2 Related Studies in China
The study of language started comparably later in China than foreign countries. From the late 1990s, Wang Wenyu(1998) and other scholars have achieve certain research results. However, generally speaking the amount of research is not big in number. Among these linguists, Wen Qiufang(2010) makes a authoritative classification on their major studies. She points out that the domestic study of language transfer mainly concentrated in the following four areas: Firstly, some linguists have introduced the transfer theory and made some reflections, which include the work of Wang Wenyu (1999), Dai Weidong (2002) and Tang Chengxian (2003). Secondly, domestic scholars, including Wang Wenyu and Wen Qiufang (2002), Liu Donghong (2002), have studied the transfer of language skill and learning strategies. These studies have focused on writing skills. The purposes of these studies were exploring mother tongue interference during the process of second language writing and the relationship between mother tongue thinking and second language proficiency. Thirdly, linguists have implemented transfer study at all language levels, including the studies of pronunciation and intonation (Gao Yujuan, Shi Feng, 2006, etc), the studies of lexical and syntax (Li Hong, 2002; Wang Gaiyan, 2006). Lastly, scholars have studied cultural transfer and pragmatic transfer. The researches have involved the study of cultural transfer and pragmatic transfer during the process of foreign language communication.
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Chapter Two Theoretical Framework
Now days, no one can ignore the crucial role of language transfer in the process of second language acquisition. In the past 100 years, with the development of second language acquisition theory, the role of language transfer has gone through many changes. This chapter will talks about theoretical framework of this thesis.
2.1 Definition of Language Transfer
Language transfer is considered as one of important notions in second language acquisition. It has been studying for over one hundred years. Therefore, it is difficult to give a unified definition since different linguists hold different views on this issue. Transfer was first used as an important concept in Learning Psychology. According to H. Ellis (1965), transfer is an assumption that the learning of target A have effect on the acquisition of target B, he believes this is one of the most important notion in educational theories and application. In his view of point, there exists both negative and active aspect in transfer. If the learner’s existing knowledge can facilitate the process of learning, it will produce positive effects. If it produce negative effects, it means that the learner’s previous knowledge impede the learning process. Linguists have been studying language transfer for a long time; however, different linguist holds different views on the definition of language transfer. Some linguists even have opposite opinions on it. Lado(1957) suggested that learners are all depend on their mother tongue in their second language acquisition process. On the contrary, Dulay and Burt (1974) believed that language transfer is nearly no use. Behaviorists regarded language transfer as a result of habit formation. Weinerich(1953) regarded language transfer as “language interference” and Kellerman(1986) considered language transferred as “cross-language influence”. From the above definition we can see that most early definition about language transfer is negative. These definitions ignored the facilitate effect of mother tongue. In order to clear people’s misconceptions on language transfer, after decade’s years of dedication on his study, Odlin pointed out the deficiencies of previous study and gave a more appropriate definition. According to Odlin(1989), transfer is the influence resulting from the similarities and differences between the target language and any other language that has been previously acquired(and perhaps imperfectly acquired).
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2.2 Classification of Language Transfer
Throughout the existing study of language transfer, people’s standards on the division of language transfer are not identical. It can be divided into inter-lingual transfer and intra-lingual transfer based on the source of transfer. According to the effect of language transfer, there are negative transfer and positive transfer. Depending on different linguistic branches, we can classify language transfer into phonological transfer, lexical transfer, syntactical transfer and discourse transfer. This paper will mainly talk about positive transfer and negative transfer. According to Richard(2002), positive transfer is transfer which makes learning easier, and may occur when both the native and the target language have the same form. For example, it is easy for Chinese students to learn Japanese since some of them have similar writing system. It shows that similarities between the mother language and target language can make learning process easier. In many cases, the phenomenon of positive transfer is obvious, but it does not mean that negative transfer in the process of second language can completely disappear. It just makes language learner produce less error during their learning process.
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Chapter Three Research Methodology ........37
3.1 Invitation to The “Good” Experiment.........37
3.2 Hypothesis .........39
3.3 Subjects........40
3.4 Material.......40
3.5 Method.........42
Chapter Four Data Analysis and Discussion .........45
4.1 Data Collection ..........45
4.2 Data Analysis and Discussion ......51
Chapter Five Conclusion.......69
5.1 Major Findings.....69
5.2 Limitations......70
5.3 Recommendations for Future Research.......... 72
5.4 Pedagogical Implications.......73
Chapter Four Data Analysis and Discussion
In this chapter will analysis the data got in four tests and discuss the data. In this experiment, the Statistical Package for Social Science (SPSS) 17.0 and Office software Excel were employed to analyze the data of different tests.
4.1 Data Collection
In this chapter, the scores of subjects got in Test A, Test B and Test D will collected and analyzed, except Test B. Test B was mainly employ subjects’ choice preference of certain senses of the word “good”. Each correct answer can get one point. In the following data we can see the scores of each group. The scores of each group were ordered randomly. In this experiment, the Statistical Package for Social Science (SPSS) 17.0 and Office software Excel were employed to analyze the data of different tests. There are two reasons for score differences between these two groups. Firstly, more senses than the common seven senses were involved so that participant should not influenced by biased hints. Secondly, positive transfer may exist. In order to prove these hypothesis we should turn back to verify the scores for the seven common senses of “good”(好) in Test A. In the following data we can see each group’s scores of the seven common senses. The scores of each group were ordered randomly.
Conclusion
This chapter is the conclusion of this thesis. In this chapter, the author mainly talks about major finding, limitations, recommendations for the future research and pedagogical implications. From the above analysis we can get the following conclusions.
1) If L2 learners’ semantic space has different but related senses of a certain word. There exists the probability assigned by learners to which sense should be used in English in the first place. Kellerman termed this probability as transferability of a sense and there are both positive and negative ones. At least for the seven common senses of “good”, when Chinese students learn English, the positive transferability are tend to take place when there are similarities between English senses and the corresponding Chinese counterpart.
2) The structure of L2 learners’ semantic space could be expressed by two dimensions, that is, markedness and concreteness. Markedness bear closely with learner’s perceptions of the type “sense 1 > sense 2 > sense 3 ……>sense n”, in other words, sense 1 is more likely to be used compared with sense 2, and the next successively. The arrangement of senses according to these dimensions was supposed to accord with the prototypical sense of “good”. The probable arrangement for the seven common senses is: heart>looks>health>fruits>air>night>hour.
3) Though we can not exclude L2 knowledge, transferability is established completely based on the L1 specific characteristics, rather than that of L2’s.
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The reference (omitted)
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