论文正文Word下载.docx
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论文正文Word下载.docx
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Asaninternationallanguage,Englishisplayinganincreasinglyimportantroleininternationalcommunication.Listening,speaking,reading,translationandwritingarefivebasicrequirementsforEnglishlearners.However,theresultsofmanyresearchesandvariouskindsofEnglishtestsindicatethatthecurrentsituationofcollegestudent’sEnglishwritingisnotoptimistic,withapproximately50%studentsnotbeingabletowritegoodEnglishwritings.Thelowwritingabilityofcollegestudentsisexposedinthefollowingaspects.Thefirstisagreatnumberofgrammaticalmistakes,suchassubject-verbdisagreement,wrongpluralform,messofvoiceandtenseandsoon.Thesecondisvocabularyproblem,forexample,scarcityofglossary,wrongspellingofwordsandcollocationerror.Thethirdispoortransformationofthinkingpattern.Inmostcases,studentstendtoorganizeinChinesefirstthentranslatewhattheyhavethoughtintoEnglish,thuscausingtheemergenceofChinglish,ahybridEnglishformwithChinesecharacteristicswhichdeterioratescommunicationinitsaccuracyandexpressiveness.Theforthisstudents’passiveattitudetowardswriting.ThemajorityofstudentslackenoughmotivationandinterestinEnglishwriting.
Thereisamixtureofreasonsforthelowqualityofcollegestudents’Englishwriting.Asfortheteachingprocess,collegeteachersalwaysattachtoomuchimportancetogrammaracquisitionandintensivereadingandneglectthesignificanceofwriting,thusitisoftenthecasethatstudentsseldomhavewritingtasksexceptinthefinaltest.Teachersusuallyencouragestudentstoaccumulatemorewords,butseldomdotheyinspirestudentstoputthewordstheyhavelearnedintoapplication.Hence,studentsonlymastertheconceptualmeaningofword,whilearenotfamiliarwithitsusage.Inaddition,someteachers’writingknowledgeandwritingskillsarerelativelyweak,whichalsomakesthemlookbeyondtheirgraspinguidingthestudents'
writing.Intermsoftheexaminationpaper,themajorityofquestiontypeismultiple-choice,whichcanonlyteststudents’languageinputcapacityinsteadoflanguageoutputcapacity.InuniversityCETexampapers,themarkofwritingpartonlyoccupy15%anduptonowthenationalaveragescoreforthispartisunder7.Asaresult,teachersandstudentsallholdtheviewthatwritingisnoteasytoscoreanywayandmoreenergyshouldbegiventothesectionoflisteningandreadingcomprehension,whichfurtherweakentheirwritingcapacity.Fromtheperspectiveoftheteachingofwriting,thereisalackofspecialwritingteachers.Students,especiallynon-Englishmajors,arenottaughttolearnstepbysteptowriteacomposition.Thelearnerisdifficulttostandintheperspectiveofdiscoursetounderstandandgraspoftheprocessofwritingasawhole,letaloneflexibleandeffectivewritingstrategies.Whenitcomestothethinkingpattern,ChinesestudentssufferheavilyfromthenegativetransferoftheirmotherlanguageinthatideaconceivedinChineseisungrammaticallyorunidiomaticallyexpressedinEnglish.Totacklethepoorqualityofcollegestudents’Englishwriting,thispaperoffersaliteraturereviewoflanguagetransfer,focusesonpositiveandnegativetransferofChineseasamothertongueinEnglishwritingfromtheaspectsofdefinition,manifestationandcausesoflanguagetransferaswellasexploresmeasuresagainstnegativetransfer.
2LanguageTransferTheory
2.1Literaturereviewoflanguagetransferstudy
Languagetransferhasbeenanimportantissueinsecondlanguageforalongtime,whichgoesthroughupsanddownsaswellascontinuouscontroversythroughoutthe40yearshistoryasanindependentdisciplineinsecondlanguageacquisition.Thehistoryoflanguagetransferresearchdatesbacktoseveralcenturiesago.Fromitsrisesandfalls,withthedevelopmentandtransformationofthetheoryofsecondlanguageresearch,thestudyoflanguagetransferhasundergonethreestagesofdevelopment.Thefirststageistheflushingperiodfrom1950sto1960s.Undertheframeworkofstructurelinguisticsandbehavioralpsychology,thestudyoflanguagetransferisdominatedbycontrastiveanalysishypothesis.Theperiodbetweenlate1960sand1970switnessedthecriticismoflanguagetransfer.AffectedbyChomsky’stheoryofuniversallanguage,behavioristpointofviewhasbeenseriouslycriticized,contrastiveanalysishypothesisandlanguagetransfertheoryhasbeendeserted,theinfluencesoftransferinsecondlanguagehasbeenweakenanddenied.Since1980s,however,therehasbeenarenewedinterestinlanguagetransferstudies.Withthegradualformationanddevelopmentofcognitiveandsocialschool,studyoflanguagetransferhasachievedfullexpansion,fromtheinitialstudyonlanguageitselfonlytothestudyoflanguagelearnersandreorganizedtheeffectoftransferinsecondlanguagelearninginvariousangles,suchascognitivepsychology,language,socio-culturalandsoon.Uptonow,agreatmanyofresearchpapersandworksconcerninglanguagetransferhavebeenpublished.AmongthemanypublicationsareLanguageTransfer:
Cross-linguisticInfluenceinLanguageLearningbyOdlin(1989),CrosslinguisticInfluenceinLanguageandCognitionbyJarvisandPavlenko(1989),InterlanguageandLearnabilityfromChinesetoEnglishbyYip(1995),tonameonlyafew.
2.2Interpretationoflanguagetransfer
Beingahottopicinsecondlanguageacquisition,however,languagetransferhasnotyetformedacompleteandcleardefinition.Theconceptoftransferderivesfrompsychologyofbehaviorism.Transferis“atermusedbypsychologistsintheiraccountsofthewayinwhichpresentlearningisaffectedbypastlearning”(夏新蓉,2004:
17).LadoinhisworksLinguisticsAcrossCultureputsforward:
“Transferreferstoamentalprocessinwhichtheknowledgepeoplehavegraspedactsinanewlearningenvironment”.Ladoholdsthatpeopleinclinetotransferthelanguageformsandmeaningsofonelanguage(usuallymotherlanguage)andcorrespondingcultureintoanotherlanguage(usuallythesecondlanguagelearning)”(1957:
92).However,Corder(1981)regardstransferasborrowing,emphasizesthatborrowingisatypeoflanguagebehaviorratherthanaprocessofstudyorcharacteristicsoflanguagestructure,while,othersinsistedthattransferisastrategyforcommunication.Now,themostfrequentlyquoteddefinitionisOdlin’sworkingdefinition,whichdefinesthattransferistheinfluenceresultingfromthesimilaritiesanddifferencesbetweenthetargetlanguageandanyotherlanguagethathasbeenpreviously(andperhapsimperfectly)acquired(1989:
27).
2.3Themaincategoriesoflanguagetransfer
Therearedifferentkindsofcategoriesaccordingtodifferentyardsticks.Fromtheperspectiveoftheeffectonthesecondlanguagelearning,languagetransferisoftendividedintopositivelanguagetransferandnegativelanguagetransfer.
2.3.1Positivetransfer
Whatdoesthepositivetransfermean?
Therearemanywaystodefinethisterm“positivetransfer”.ThedefinitionfromWikipidiaislikethis:
whentherelevantunitorstructureofbothlanguagesisthesame,linguisticinterferencecanresultincorrectlanguageproductioncalledpositivetransfer
—"
correct"
meaninginlinewithmostnativespeakers'
notionsofacceptability.Accordingtothisdefinition,itisnotdifficulttounderstandthetermofpositivetransfer.Itreferstohabits,modelsandrulesofmothertonguepromotingthesecondlanguagelearning.Andgenerallyspeaking,themoresimilarthetwolanguagesare,andthemorethelearnerisawareoftherelationbetweenthem,themorepositivetransferwilloccur.Positivetransfercanpromotelearners’abilitytoperceiveanduseforeignlanguage.Forexample,similaritiesbetweenChinesePinyinandEnglishPhoneticAlphabethelpChinesestudentsmasterthecorrectpronunciation,similaritiesbetweenGermanvocabularyandEnglishwordscanreducethetimeneededtoremembernewglossary,andsimilaritiesbetweennativelanguageandtargetlanguageinculturecanhelplearnersunderstandthemeaningofsomespecialvocabularyeasily.
2.3.2Negativetransfer
Asforthedefinitionofnegativetransfer,itisoppositetothatofpositivetransfer.Theinterferenceandobstructionofmotherlanguageintheprocessofthesecondlanguagelearningcanbecallednegativetransfer.Andnegativetransferoccurswhenspeakersandwriterstransferitemsandstructuresthatarenotthesameinbothlanguages.Tosomeextent,itisnegativetransferthatleadstoerrorsintheprocessoflearningthesecondlanguage.Forinstance,differenceinconceptualmeaningandconnotativemeaningresultsinmisunderstandingofforeignlanguage,differenceinsentenceformationleadstowrongsentencestructure,anddifferenceintextualorganizationcomestotheobscureEnglishwritingswithChinesecharacteristics.
3TheInfluenceofPositiveandNegativeTransferuponWriting
3.1Thepositivetransferanditsperformanceuponwriting
3.1.1Thepositivetransferinlexicallevel
Thepositivetransferofmothertonguefirstlyrepresentsonthecognitivelevel,intheunderstandingprocess.Itisknowntoallthatmasteringalanguagerequiresagoodmanagementinvocabulary.Inthepreliminarystageoflanguagelearning,itisnotadvisableforteacherstoexplainallthenewwordsandlanguagephenomenainEnglish,forstudentsarenotabletogetitanditmayreverselydamplearners’confidenceandinterestinlearningasecondlanguage.Infact,beforelearningaforeignlanguage,theknowledge,intelligence,ability,andexperienceweacquiredfrommothertongueserveasatoo
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