关于英语学习中的负迁移Word文档下载推荐.docx
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关于英语学习中的负迁移Word文档下载推荐.docx
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迁移最早是一个心理学术语。
语言迁移现在成为语际语用学的一个重要的研究范畴,它是指已有的语用知识在目的语的习得和使用中所产生的影响。
迁移分为正迁移和负迁移。
正迁移,顾名思义,在语言的习得中起无理解的促动作用。
负迁移则对目的语的习得起防碍作用。
负迁移详细体现在语音、句法和思维等方面,所以为制止负迁移的负面影响,应遵循以下几点:
(1)鼓励学生用目的语思维。
(2)加深老师和学生对负迁移的理解和理解,正面克服负迁移。
(3)引导学生准确使用语言工具(比如英英字典等)。
关键词:
迁移负迁移语语言习得策略
Introduction
MoreandmoreChinesestarttolearnEnglishlanguageinthefrequentinternationalcommunicationforthedevelopmentoftheglobalization.Inevitably,ourChinesenativelanguageplaysanimportantroleintheEnglishlearningprocess.Bothpositiveandnegativerole,whicharedefinedaspositivetransferandnegativetransfer,existbecausebothcommongroundsanddifferencesarefoundbetweenEnglishandChineselanguages.Asthisisknown,thisthesisattemptstofindsomemethodstoreducethenegativeinfluenceofChinesenativelanguageinEnglishlearningandtofindsomeeffectivemethodsinEnglishleaning.
Firstofall,Imakeabriefviewonthedevelopmentofthetheoryoflanguagetransfer.Thetheoriesaredevelopedindifferentaspectsandevaluatedfromdifferentpointofviewinthisthesis.NextImakeadetailedresearchonthelearners’outputwhichareinfluencedbyChinesenativelanguageinEnglishlearning.Theresearchescoverall-sided,referstoquiteafewaspects,e.g.,pronunciationhabit,syntaxandeventhinkingmodeandhabitofthenativespeakersofthetwolanguages.Contrastiveanalysisisappliedinthecomparisonofthetwolanguagesindifferentaspects.AtlastIproposeanumberofsuggestionsonhowtodealwithChinesenativelanguagetransferandstudyEnglishwithefficiency.Ononehand,itstressesonnegativetransferavoidanceandproposethelearnerstoenhancetheirownEnglishcomprehensiveability,emphasizeEnglishculturalinformationinput,encouragethelearnerstothinkinEnglishways,enforcetheteachersandlearners’understandingofnegativetransferandencouragethelearnerstouseproperdictionaries.Ontheotherhand,itissuggestedthatthelearner’smotivationshouldberousedandfavorable.Lastly,practicemakesperfect.Practiceisalwaysaneffectivemethodinlearningaskill,andlearningEnglishlanguageisnoexception.
1.TransferTheories
1.1Definitionoflanguagetransfer
Theterm‘transfer’isfirstdefinedbypsychologiststorefertotheprocessofautomaticandsubconscioususeoflearnedbehaviorintheattempttoproducenewresponses.Accordingtothem,themainobstacletolearningwasinterferencefromthepriorknowledge.Proactiveinhibition
occurredwhenoldhabitsgotinthewayofattemptstolearnnewones.Psycholinguistsusethetermtorefertotheinfluenceimposedbyalearner’spossessedlinguisticknowledgeandskilluponthesubsequentlearningofnewlinguisticknowledgeorskill.
AccordingtothecognitivetransfertheorybyAusubel(1968),transferisacognitiveactivityandanembodimentoftheinnerprocessingcourseoflearners.Someresearchersconsidertransferastheinfluenceofanobtainedexperienceonthenewlearning,orconformityofthenewandpast
experience.Thecourseofconformityisachievedbymeansofassimilation,acclimationandrecombination,theessenceofwhichisthemutualinfluenceandreciprocityoftheexistedcognitivestructureandnewknowledge,andtheformingofnewcognitivestructure.Transferisthereciprocityandmutualinfluence,whichexistindifferentformsofstudies,includingEnglishlanguagestudy.
Chomsky(1979)theorizedthatthereareunderlyingprinciplesofgrammarthatchildrenacquirenaturally(universalgrammar),accordingtowhichhumanbeingsproducelanguagethroughadeepstructurethatenablesthemtogenerateandtransfertheirowngrammartoanyotherlanguage.Peoplelearnlanguages,theydevelopcertainskills.Theynaturallytransfertheskillslearnedinthefirstlanguagetothesecondlanguage.Thelevelofproficiencyreachedinfirstlanguageinfluencesthedevelopmentoftheirproficiencyinsecondlanguage.Languagetransfercausesthelearnertoprojectthefeaturesofhisownlanguageontothetargetlanguage.AccordingtoCorder(1981),acquiringalanguageisacreativeprocessinwhichlearnersareinteractingwiththeirenvironmenttoproduceaninternalizedrepresentationoftheregularitiestheydiscoverinthelinguisticdatatowhichtheyareexposed(languageinput).Thisinternalrepresentationistheirinterlanguagecompetence.Aslongaslearnerscontinuetolearn,thisinternalrepresentationischanginganddeveloping.Thestudyoflanguagetransferstrategiesmayhelpustobetterunderstandthepositiveinfluencethefirstlanguageknowledgehasinthelearningofanotherlanguage.
1.2Currentstudyoftransfer
Allthetheoriespresentedabovearewell-developedrepresentativesinthestudyoftransferconcerningsecondlanguageacquisition,eachhavingitsownmeritsanddrawbacks.Theyallenjoyedgreatpopularity,butwerefacedwithchallengesaswellfortheirincompleteness.Theyhaveprobedintothelanguageproblemsfrombehaviorismandcognitiveperspective,andtrytoexplainallthelanguageproblemswithonesingletheory,whichprovesimpossibleandarousescontroversies.Butwhatisimportantisthatsomemoreaccurateandspecifictheorieswereputupbyresearchers,givingproperconsiderationtomanyothernewfactorsoftransferinlanguageacquisition,namelytheenvironmentalfactor,thesocialfactor,theindividual’semotionalfactor,themotive,andthecognitivefactor.Thisenablesthestudyoftransfertogofurther---fromsimplyanalyzingthelanguagestructuredeeplytodiscussingthecognitivesystemoflanguage,andeventurningtoothermultifoldnon-linguisticfactors.This,toagreatextent,widensthefieldofstudyinlanguagetransfer,anddeepenstheresearchonlanguagetransferandsecondlanguageacquisition.
Duetotheinfluenceofcognitivescience,ecophysiology,anthropology,andsociology,togetherwiththedissatisfactionmanyresearchersfeltwiththecurrentstudy,theirstudyoftransferandsecondlanguageacquisitiongraduallyturnsfrompurelinguisticsandthecognitivecharacteristicsoflanguagetoawiderfield,saythecircumstance,thelearners’difference,andthethinking.Thecircumstancetheoryconcernswiththeindividual’sinteractionwiththephysicalcircumstanceandsocial-culturalcircumstancesinwhichtheindividuallearnerslive.Theyclaimthatwhenseparatedfromthespecificcircumstances,languagelearningisimpossible.Thatistosay,circumstanceisanirreplaceableelement.Differentcircumstanceswilldefinitelyleadtodifferentlearningresults.Forexample,whenthecultureofthelearner’snativelanguagediffersgreatlyfromthatofthetargetlanguage,theexperiencethelearnergetsfromthemothertongueworkslittleinthetargetlanguageacquisition,butrather,itimpedestheacquisitionoftargetlanguage.Inthiscase,wecansaynegativetransferhappensoften.However,whentheculturesofthenativelanguageandthetargetlanguageoverlapgreatly,thelearner’sexperiencemayhelpthetargetlanguageacquisition,thatistosay,positivetransferoccurs.
Seenfromthereviewabove,itissafetosaythatthestudyoftransferhasliterallygonebeyondthescopeofpurelinguisticsandcognition.Itcombinesthesocialfactorswithindividual’spsychologicalfactors,which,byallmeans,helpstogiveamorethoroughandreasonableexplanationfortheroleofnativelanguageinsecondlanguageacquisition.Furthermore,itprovideshelpfulinformationforsecondlanguageteaching.
Nowthephenomenaoftransferinlearninghavebeenuniversallyaccepted.Buttheyareinitiallyassociatedwiththeinterferenceinbehavioristtheoriesofsecondlanguageacquisition(SLA).However,itisnowwidelyacceptedthattheinfluenceofthelearner’snativelanguage(NL)cannotbeadequatelyaccountedforintermsofhabitformationasthebehavioristputsit.Transferhasbeenusedbyeducationalpsychologistsandeducatorstodescribetheuseofpastknowledgeandexperienceinnewsituations.InSLA,transferreferstotheeffectofonelanguage,usuallytheNLonthelearningofanother,usuallythetargetlanguage(TL).ThisisalsoacommonstrategyemployedbytheSLAlearners.Agoodmanylinguistshavevariousdefinitionsfortheterm..
2.TransferPhenomena
2.1phonetics
Speechandwritingarethetwomajormediaoflanguagecommunication.Mostlanguagesinthewordhavebothspokenandwrittenforms,andofthetwomedia,speechismorebasicthanwriting.Thenaturalorprimarymediumofhumanlanguageissound.Thusinthestudyoflanguagetransfer,researchonsoundisessential,namelythestudyoflanguageatthephoneticlevel.EnglishandChinesebelongtodifferentphoneticsystems,whichmakesphonesdiffer,inabigwayactually.Accordingly,negativetransferatphoneticlevelisquiteapparentindiversifiedways.
First,EnglishandChinesephonesystemsdonotmatchcompletely.Inotherwords,somesoundsthatarepronouncedinEnglishdonotactuallyexistintheChinesesoundsystem,whichleavesagapbetweenthetwolanguagesoundsystems.ThusitimposescertainlimitationsontheChinesestudents’learningEnglish.Andasaresult,ChineselearnersofEnglishwillalwaysfindasimilarsoundinChineselanguagetosubstitutefortheEnglishsound.Forexample,thefollowingincorrectsoundscanbeobservedinthestudents’pronunciation.[gəud]forgood[gud],[hei](like“黑”inChinese)forhe[hi:
],becausethereisnolongvowelsintheChinesesoundsystem.[,aftə:
nəun]forafternoon,[afutə:
nun],becauseintheChinesepronunciationsystem,theydonotdistinguishlongandshortvowels.
Second,thereareafewpronunciationsinEnglishthatrequiregreateffortofChineselearners
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