大学生英语写作中的母语负迁移现象探究
Chapter1 Introduction
1.1 Research Background
With the pace of global economic integration, the relationship of the people all around the world has become closer. There is no doubt that English has widely used in international affairs, business and people’s daily life. Nowadays, learning English has received more and more attention and emphasis. The importance of English learning is obviously. However, English and Chinese are belong to two different language families, and each of them has their own complete system and quite different cultural backgrounds. The Chinese students will encounter many difficulties and obstacles in the English learning process. Their mother tongue bring to the learner is one of the difficulties they encounter. Chinese students learn English for decades from their primary to university altogether, but Chinglish could still be found everywhere in their English writing. In the process of learning English, the mother tongue’s transfer function is inevitable, so the second language acquisition is a complex process. Language transfer has been a center issue in the second language acquisition research for a long time. As an adult, they have the complete knowledge structure of their mother tongue and strong logical reasoning ability, but their language custom has formed. So their mother tongue’s interference to the second language learning process is inevitable. The language teaching researchers began to study language transfer phenomenon in the 1950s, the research has experienced an iterative process. Language transfer can be divided into three phases. The first stage is from the mid-19th century to the mid-20th century. At this stage, language transfer is regarded as an influential factor in second language acquisition. The content of the research mainly include the confirmation method and scope of transfer and how to quantify the impact of transfer. The second stage is start form the mid 1970s to the early 2000s.At this stage, the researchers continue the former study and adding lots of new contents, such as the causes of transfer and directionality issues of transfer influence.
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1.2 Significance and Purpose of Research
English writing as an important part of students’ communicative competence in foreign language, is a kind of cross-cultural communication behavior. It is the most basic skills in English to reflect a student’s comprehensive ability. With the respect to the student’s native language writing, English writing requires much more about students’ language application skills and strategy skills. In second language acquisition and foreign language teaching, the discussion of negative transfer has carried out for nearly a century. There are lots of relative researches about the impact of negative transfer in students’ English writing. But in actual English writing, the negative transfer phenomenon of mother tongue still exists. Although English majors learn many years of English grammar and language knowledge, but they still have great number of stubborn errors in English writing. These errors are obviously influenced by their mother tongue. The errors which caused by negative transfer of mother tongue has became one of the main obstacles in the process of students’ English writing. How to use the appropriate theory and method to understand and analyze the error, not only for foreign language teaching has significance, but also for how to improve students’ application ability has important function. In previous studies, the study objects always non-English majors. However, negative transfer phenomenon also exists in the learning process of English majors. This paper use comparative analysis, error analysis and language transfer as the foundation, to study the real impact of negative transfer of mother tongue in English writing and teaching. So as to make students correctly understand negative transfer of mother tongue, giving full play to the function of positive transfer of mother tongue and seek the countermeasures to overcome the negative transfer. Finally, helping students gradually reduce the negative transfer and improve their English writing skills and English learning ability.
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Chapter 2 Literature review
2.1 The theories on Language transfer
Language transfer is the important issue in the field of second language acquisition for a long time. Over half a century, the study of language transfer has experienced a tortuous and complicated development stage. Overall, from the rise of language transfer to today, it has gone through two stages of historical development: Comparative Analysis Hypothesis model and Inter-language Hypothesis. In the 1970s, markedness theory combines language difference with mark relationship. This way explains how the language transfer phenomenon overcomes the insufficient of the language transfer in the view of behaviorist. By the late 1990s, Chomsky’s parameter theory and the transfer problem in Inter-language characterization have become hot issues. In recent years, our foreign language community is also concerned about the issues of language transfer, and all kinds of publications have appeared many articles about it. In the field of domestic English teaching, there are more and more researches on mother tongue transfer , and the perspective are different. Throughout the stages of development, the theory of language transfer at abroad and home appears as below.
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2.2 Related Theories
Comparative analysis hypothesis, error analysis theory and inter-language theory have the relationship of inheritance and development from the view of theoretical development. The comparative analysis theory is mainly aims to compare mother tongue with target language, it summarizes the interference rule of mother tongue to target language and forecasting the difficulty and mistake of learners. But mother tongue interference can just predict and explain the part of errors, so when comparative analysis encounter difficulties in practice and the theoretical foundation are challenged, the error analysis is produced. Error analysis has more predictive power and explanatory power than comparative analysis for foreign language learners’ errors and difficulties. The study objects of error analysis theory is learners’ errors and this theory focus on the difference between target language form for use of learners and the standard form of target language. But inter-language theory regard language acquisition as center, it combines comparative analysis, error analysis and language acquisition so as to establish a kind of dynamic language system of learners. The intelanguage research often applies comparative analysis theory and error analysis theory from the perspective of research method. In the study of second language acquisition, the present tendency is to carry out the research method of comparative analysis and error analysis in the framework of inter-language study.
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Chapter 3 Research Methodology........23
3.1 Research Question....23
3.2 Research Object .......23
3.3 Research Subject ......23
3.4 Research Design and Procedure....24
Chapter 4 Data Collection and Analysis .....26
4.1 Questionnaire ....26
4.2 Writing test........27
4.3 Error Analysis in Negative Transfer.....28
Chapter 5 Conclusion......44
5.1 Findings......44
5.2 Pedagogical Implications .......45
Chapter 4 Data Collection and Analysis
4.1 Questionnaire
We can find that a large proportion of students realize the impact of their own native language to English writing from the data feedback of questionnaires, but students don’t know how to get rid of the impact of mother tongue customary thinking. The following are statistical data of the questionnaire. From the above data, most of the students would like to use Chinese thinking to design the English composition before writing. Although the students are aware of the negative impact on English learning process, they still consciously dependence on the mother tongue. Students would like to use mother tongue to design the content and make a list of key points in Chinese, then translate these materials into English. Thus it can be seen that when students face with difficult problems in English writing, Chinese is their savior. The investigation result shows that most of students would like to borrow their mother tongue in English writing. This needs teacher to encourage and remind students to design the composition in English thinking mode, it also need the cooperation and efforts of the students at the same time.
Conclusion
To learn and use a second language for Chinese students are affected by language transfer. In terms of college students, they have gone through many years of English education, and even then, the learning effect of English is generally unsatisfactory. English and Chinese are quite different, students due to lack of the corresponding language environment, they are seriously affected by the negative transfer of mother tongue in the process of learning, causing students make a lot of mistakes in English writing.In order to answer two research questions, this study regard students in Jilin University as research object , using the research method of quantitative and qualitative and make in-class English writing test and questionnaire survey. Then use their English writing as the sample of this research to study the mother tongue negative transfer on the basis of language transfer theory. From the data collection and analysis in the questionnaire and writing test, we found: First, from the result of questionnaire, the author found that most of the students have certain dependence to their mother tongue in English writing. In addition to use their mother tongue to design content, they also list the framework and the key points in Chinese and then translate them word for word into English. The survey result of questionnaire show that most of the students would like to use their native language without hesitate in the process of English writing.
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The reference (omitted)
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