英语专业论文On Negative Cultural Transfer in English Writing.docx
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英语专业论文On Negative Cultural Transfer in English Writing.docx
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英语专业论文OnNegativeCulturalTransferinEnglishWriting
OnNegativeCulturalTransferinEnglishWriting
1.Introduction1
2.Significanceoftheresearch2
3.Theoreticalbasis3
3.1Definition3
3.2Erroranalysis4
3.3Anderson’sthreephasesmodelofthelanguageproducing4
4.Researchquestions4
5.Researchdesign5
5.1Participants5
6.Classificationofthenegativetransfererrorsfromthesamplewritings6
6.1Transferatthelexicallevel6
6.1.1Collocationerrors7
6.1.2Wrongpartsofspeech7
6.1.3Misuseofwords8
6.2Transferatthesyntacticallevel9
6.2.1Impropervoice9
6.2.2Run-onsentenceorsentencefragments10
6.2.3Misuseofarticles11
6.3Transferatthegrammaticallevel12
6.3.1Wrongtense12
6.3.2Number13
6.4Transferatthediscourselevel13
6.4.1Coherenceandcohesion14
6.4.2Discoursepatternerrors15
7.Thecausesofnegativetransfer15
7.1Differentlanguages15
7.2Differentcultures16
7.3Differentmentalconceptsandlogic16
8.Somesolutionstoremovenegativetransfer17
8.1Enhancingstudents’culturalawareness17
8.2Reinforcingthecontrastiveanalysis18
8.3BuildingupagoodknowledgeofEnglishvocabularyandgrammar18
8.4Teachingwritingasaprocess19
8.5ThinkinginEnglish19
9.Conclusion20
References21
1.Introduction
Nowadays,withglobalizationandEnglishbeinganinternationallanguage,muchimportancehasbeenattachedtoEnglishlearningallovertheworld.Englishwriting,asoneofthefourbasicskills,isconsideredthemosteffectivemeansofcommunication.AlmostallimportantEnglishtestshavethewritingparttoevaluatelearners’writingcompetence.However,thepresentsituationofEnglishwritinginChinaisfarfromsatisfactory.Englishwritingremainsstudents’weakestpoint(ZhangYanping,2007:
52).ChinesestudentsconsciouslydotheEnglishwritingintheChinesemodeofthinkingandexpressthemselvesfromthepointofChinese.Negativetransferorinterferenceofthemothertonguecultureresultsinerrorsinthewritingcommunication.ThispaperusesspotcheckasaninstrumenttoexplorethenegativetransferinEnglishwriting.Fifteensamplewritingsofthirteenjuniorstudentswerecollectedasthedatasourceforanalysis.Theerrorsfoundinstudents’samplearticleswereillustratedsothattheycouldprovideenoughinformationabouthowandonwhataspectstransferoccurs.Thosetransfererrorsoccurinthewritingswillbeclassifiedatfirst,andthenthedatawasanalyzed,laterthereasonsfortheiroccurrencewerefoundout,andfinallythesolutiontoremovenegativetransferaregiven.
2.Significanceoftheresearch
Onaccountoftheimportanceofwritingandstudents’failureinwriting,manytheoreticalattemptshavebeenmadetofindinsightfulimplicationsforEnglishlearninginChina.Sincethe1990sanincreasingnumberofresearchersinChinahaveattachedtheirattentiononthestudyofEnglishwriting,hopingtofindwaystoimprovestudents’writingcompetence.Forthesameinterest,thispaperwouldfocusonthestudyoftransfererrorsinstudents’Englishwriting,tryingtofindouthowandonwhataspectsChinesecultureinfluencestheirEnglishwriting.Thepaperwillalsoanalyzethereasonsforsucherrorsfromculturalandlinguisticperspectivesandthenprovidesomehelpfulsolutionstoremovethenegativetransfer.Suchamethodicanalysisisnotonlymeaningfulbutalsohelpfultoimprovestudents’Englishwritingcompetence.
3.Theoreticalbasis
3.1Definition
Transferisapsychologicalterm.Itisaninfluencebroughtbymothertongue,whichhasagreateffectontheforeignlanguagelearners(ZhuZhongdu,1999:
28).Thatistosay,learnersarewillingly,uncontrolledlyandconsciouslyusingmothertongueasthetimetheylearnthetargetlanguage.Ifthemistakeswerecausedbythedifferencesbetweentargetlanguageandmothertongue,itiscalled“Negativetransfer”.Differencesaretherootofthenegativetransfer.
Negativetransfer,alsoknownasinterference,istheuseofanegativelanguagepatternorrule,whichleadstoanerrororinappropriateforminthetargetlanguage(Richardetal2000:
484).
OllerandReadingeverdidaresearch,theresultshowedthatwhenlearningEnglishasasecondlanguage,thestudentswhowritearticlesintheirmothertonguemusthaveabettermasteryofEnglishwritingthanthosewhowithoutanyarticlesintheirmothertongue(LiRuihua,1996:
66).
3.2Erroranalysis
ErroranalysiswasproposedbyPitCorderin1970s.Heconsideredthaterrorsareunavoidable;itisanessentialpartoflearning.Hesaidthatthelearnerswouldbehinderediftheydidn’tmakemistakesanddidn’timprovefromthecorrection.Theprocessoferroranalysisincludelanguagematerialchoice,errorsaffirmance,errorsclassification,explanationofproducingreasonsandtheteachingsignificanceevaluation(GaoYuan,2002:
211).
3.3Anderson’sthreephasesmodelofthelanguageproducing
EnglishwritingistheproductofEnglish,anditisaprocessfrombottomtothesurface.Anderson’sCognitivePsychologyprovidesatheorywhichcalledthreephasesmodelofthelanguageproducing:
first,create,andthentransform,finally,carryout(ZhuZhongdu,1999:
28).Itmeansthatstudentshavetoswitchtheirmindstolanguagestructureofdifferentlevels,lexicallevel,andgrammaticallevel,etc.Thereforethetransfererrorsoccurintheconversionprocess.
4.Researchquestions
Almostallstudentshavedifficultyatthelexicallevel.Theyoftendonotknowhowtodistinguishdifferentpartsofspeech,usewrongwordsorwrongcollocations.(ZhangYanping,2007:
53)Theyhavemanyproblemsatlexicallevel,oneofthestudentssaid.Sincetheydonotmasterenoughvocabularytoexpresstheirminds,theycannotusetheexactwordsatthefirsttime.Thereforetheydon’tnoticethepartofspeech,cannotdistinguishthesynonyms,etc.
Thereisalwaysincompactsentencestructure.ChinesestudentsoftenignorethetenseandwordsorderofEnglishsentenceswhiletheywrote,thusthosewriting,becomerun-onsentencesorsentencefragments,whichalwaysconfusetheteachers.Obviously,themissingsubjectsenablethesentencetobeincorrect.
IfChinesestudentsconsiderthingsonlyfromthepointofviewofChineseculturewhiletheywriteinEnglish,thenegativetransferwilloccurintheprocessand,whichbringsdifficultytointercommunicative(LongYue,2003:
94).ThearticlesChinesestudentswritehavealoosediscoursemainlyduetotheirChinesementalconceptsandlogic.
5.Researchdesign
Thenegativetransfercanbemanifestedbyvariousmistakesandinappropriateusage.Wearegoingtofindthenegativetransfererrorsfromthesamplewritingsandthenanalyzethecausesoftheerrorsmainlyfromtheculturalandlinguisticperspectives,finally,providesomesolutionstoremovethemistakes.FurthermoretheerrorscanbeseenfromtheAppendixI.Theresearchlasted6daysbeforethispaperwaswritten.
5.1Participants
Fifteensamplearticlesarefromthirteenstudents.AllofthestudentsarejuniorofGrade2005inEnglishDepartmentofJiayingCollege.
5.2Academicbackground
Theyarethreeboysandtengirls.Onlythreegirls’writingsarebetterthanothers.AllofthemhadstudiedEnglishforatleastnineyearsandhadhadwritinglessonsfortwoyearsaftertheymajoredinEnglish.Thosesamplewritingwererequiredtowriteinwritinglessons,andwerecheckedbytheirteachersandclassmates.
6.Classificationofthenegativetransfererrorsfromthesamplewritings
6.1Transferatthelexicallevel
Lexicalinterferencemainlyinvolveswithwordchoice.Wordsarethebasicunitsoflanguageandhumancommunication.ItisthewordsthatcomposetheEnglishlanguageoranyotherlanguage.Apartfromthecorrectusageofwords,therecanbenoeffectivewriting.Butthebiggestproblemofwordchoiceliesinthesemantictransferofnativelanguage.ContrastingthetwolanguagesofEnglishandChinese,wefindthatsomeEnglishwordsandtheirChinesecounterpartsaresuperficiallyidentical,yetdifferentbynature.InEnglish,manysynonymsareofthesamemeaningbuttheirusageandgrammaticalfeaturesaretotallydifferent.However,thesearethepointstowhichChinesestudentsseldompaidattention.
6.1.1Collocationerrors
Asweknow,collocationreferstothewayinwhichwordsareusedtogetherregularly(LiJianhua,2007:
90).InEnglish,certainwordsareconventionallycollocatedwithothercertainwordsandthecollocationscannotbechangedfreely.Oncetheywerechanged,themeaningofthemwouldnotbethesameasbefore.ButChinesestudentswhoarenotfamiliarwiththecollocationsarelikelytomakemistakes;theyrarelynoticethatsomephrasesareusedtogetherregularlytoexpressexactmeanings.Thefollowingaresomeexamples.
1.Wecanmake(draw)aconclusionthatloversgetbenefitsfromeachother.
Ifthewriterwantedtoexpressaconclusion,heshouldusetheregularexpression“drawaconclusion”insentenceor“tosumup”beforethesentence.
2.…dosports,listen(listento)themusic…
Itshouldberegularlyexpressedas“listentothemusic”.
6.1.2Wrongpartsofspeech
Somewordsofdifferentlanguagesarecloseorsimilarinconceptualmeaning,yettheirlexicalimplicationiscompletelyvariedanddifferent.ManystudentsmakeaperfectsentencewithwordsafterthewordswerefirstlyintroducedtothembecauseitisquitefamiliarforthestudentstousethesameChineseversiontomodify.Thereforethestudentsalwaysnoticethedefinitionofthewordsinsteadoftheexactpartofspeech.Thefollowingaresomeexamples.
1.Thereisagreatdealoftrue(truth)init.
“true”isanadjective,butthereshou
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