淺談中國學生英語學習中的母語遷移

摘 要：語言遷移是二語習得中的普遍現象。漢語和英語分屬不同的語系，有著截然不同的語言特性。對許多中國學生而言，在進行英語學習之前，我們的母語漢語已經達到了一個較高的水平。因此，中國學生在英語學習中不可避免地受到母語遷移的影響。本文主要研究中國學生英語學習中的遷移現象及相應策略。文章首先介紹了遷移、正、負遷移的相關理論，然后探討了中國學生英語學習中的遷移現象以及幫助學生減弱其影響的策略。

關鍵詞：母語遷移 英語學習 策略

1.0 Introduction

In second language acquisition， language transfer is a universal phenomenon. Both researchers and learners have to confront with this problem. As Chinese students who learn English as a foreign language， we have been using our mother language for a long time， so that we have been very familiar with the rules of it. When we learn English， we transfer these rules into this process unconsciously， and then the transfer appears.

Therefore， it is clear that our first language Chinese influence our second language’ performance greatly. On the basis of language transfer， the focus of this article is to investigate the negative transfer phenomena in our Chinese students’ English learning and on strategies of how to minimize the influences of negative transfer on students’ English learning.

2.0 Theories on Language Transfer

It is well-known that language transfer holds an important position in second language acquisition. It has been being a key problem of second language acquisition and language research from nearly one hundred years ago. Therefore， there are lots of theories about it from different perspectives.

2.1 The Definition of Language Transfer

The notion of “language transfer” was closely related to the behaviorist theories at its birth. Fires (1945) and Lado (1945) introduced the term into the field of second language learning. They assumed that learners tended to transfer the characteristics of their native languages and cultures into the foreign languages and cultures that they were learning.

Faerch and Kasper (1987) define transfer as the process by which L2 learners’ active knowledge in developing or using their interlanguage (linguistic system between L1 and L2) and points out that the process may either support (positive transfer) or detract (negative transfer) from learning. There are four manifestations of transfer: facilitation (positive transfer)， errors (negative transfer)， avoidance and over-use.

Based on the previous discussions， Odlin (1989) offers a working definition of transfer as follows: Transfer is the influence resulting from similarities and differences between the target language and any other language that has been previously and perhaps imperfectly acquired.

2.2 The Research of Language Transfer in China

Since 1980s， Chinese scholars have begun to introduce contrastive analysis theory (CA)， which is a kind of methodology of language transfer. Professor Gui Shichun (1988) points out that error analysis (EA) are a common teaching method. In his book Psychological Linguistics (1985)， he classifies negative transfer into four categories. Other professors have introduced EA， made comments about it and conclude that second language learning is a creative construction (Wang Chuming， 1990; Zhang Qianzhong， 1900).

Scholars Dai Weidong and Shu Dingfang (1994) have made introductions and comments on the current situation of CA， EA and IL(interlanguage) theory. Wen Qiufang (1998) concluded that mother tongue thinking had a negative impact on foreign language writing achievements. Ganli’s study (1999) made an effort to stimulate the positive transfer of L1 to FL writing instruction. Liu Donghong (2002) showed that the freshmen relied heavily on Chinese in the learning of English.

2.3 Positive Transfer

In the second language acquisition， the good influence of learners’ first language on the target language can be regarded as positive transfer. “Positive transfer occurs when the prior knowledge benefits the learning task----that is， when a previous item is correctly applied to present subject matter.” (Brown， 1994)

2.4 Positive Transfer

Chinese and English belong to different language families. There are great differences in the two languages. In order to lean English well as Chinese students， we should know the negative transfer of native language in details. Now， let’s pay our attention to negative transfer. The negative transfer can be discussed from these perspectives: phonetics， lexicology， syntax， and writing.

3.0"Strategies for Overcoming Negative Transfer

It is necessary for us to understand positive and negative transfer. Considering language transfers， English learners should take measures to avoid some negative transfers in their English learning. Now some strategies for overcoming negative transfer are listed.

3.1 Attaching Importance to Positive Transfer

Positive transfer of Chinese should not be ignored， which means the process of Chinese students’ English learning should carry on in the company of Chinese. Many foreign language learners are likely to pay lees attention to L1 when they start to learn L2.

3.2 Paying Attention to Chinese Level

We should pay enough attention to the improvement of Chinese level. Learning involves both Chinese and English. A good learner is required to have a high level of linguistic competence of both Chinese and English.

3.3"Knowing the Feature of Pronouncing

It is necessary to know the feature of pronouncing in our dialects， and understand the differences and weakness of them on our habits of pronouncing. And try to learn English pronunciation in accordance with our real needs instead of adopting only one methodology to all the learners.

3.4 Remembering Words and Phrases

We should remember words and phrases which are similar to our L1 as many as possible. It is inefficient to consider all the English words and phrases as the same important to all English learners.

3.5"Paying Attention to the Logic of Thinking

Culture difference and other reasons cause the problem of syntactic logics and usages. We should not only know how to use L2 but also understand why foreigners are used to that way.

3.6 Reading in English Extensively

We should read in English extensively as Chinese English learners. The more a student reads， the better his writing becomes. Reading widely is one of the best ways to acquire native-like English and over negative transfer.

3.7 Practicing Oral and Writing English

In order to overcome Chinese negative transfer， we should catch chances to practice our English more. For example， we’d better take part in English Speech Match actively， English corner frequently and such activities that can make us practice oral and writing English more.

4.0 Conclusion

Negative language transfer is still an influential factor in Chinese students’ English learning. Therefore in the process of learning English as a foreign language， we should try to avoid negative transfer of our mother tongue. The native language transfer， especially the negative transfer， is still a heatedly discussed topic. This article just makes a skin-deep study of it. More studies should be carried out in order to explore the practical strategies and help Chinese students learn English efficiently.

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