原创优秀英语教学毕业论文范文 [7]
论文作者:佚名论文属性:短文 essay登出时间:2009-04-21编辑:黄丽樱点击率:26311
论文字数:5411论文编号:org200904212145352225语种:英语 English地区:中国价格:免费论文
关键词:English languageEnglishvocabularyanalysistypes
, intralingual transfer, the size of students’ vocabulary and the way of students’ thinking.
3.1 Interlingual Negative Transfer
From the above it can be inferred that the native language plays an inseparable role in second language learning and people can’t afford to ignore it. According to Odlin (1989), transfer is the influence resulting from the similarities and differences between the target language and any other language that has been previously acquired. The differences between native and target language would either lead to positive transfer or negative transfer, also know as interference (戴炜栋, 何兆熊 2005:166).
According to the definition of positive transfer, when both native language and target language have the same form or structural order, it helps the learner and promotes the language learning. Oppositely, negative transfer, which is the interference in the use of a native language rule, leads to an error or inappropriate form in the target language. It impedes language learning. The more differences the native language has, the greater interferences the target language has. The interferences of the native language in the target language are known as interlingual negative transfer.
In traditional accounts of language transfer, the research focus was placed on the errors that learners produce. Errors occurred as a result of the negative transfer of the mother tongue patterns into the learner’s second language (Ellis 1999: 301). The interference of learners’ mother tongue results in Chinglish in learners’ English compositions. Chinglish, of course, is that misshapen, hybrid language that is neither English nor Chinese but that might be described as “English with Chinese characteristics” (Pinkham 1998). There is an instance in one student’s composition:
(16) School of Foreign Studies is another noteworthy sight that pays to visit.
外国语学院是另一个值得去参观的景点。
The learner expresses “去参观” by using “pays to visit”, but the native speaker will say “pays a visit to”. Such Chinglish errors that result from interlingual negative transfer often occur in their compositions. The commonly held view was that “like sin, error is to be avoided and its influence overcomes, but its presence to be expected” (Brooks 1960).
3.2 Intralingual Transfer
Intralingual transfer refers to learners make false inferences on the basis of the rules of the target language, independent of the native language. Some researchers found that at the beginning of second language acquisition and foreign language learning, interlingual transfer is the chief source of learners’ errors, but after learners gradually know more and more of the target language, intralingual transfer becomes more and more obvious accordingly.
According to Richards (1974), the forms of intralingual transfer are overgeneralization, ignorance of rule restrictions, incomplete application of rules and false concepts hypothesized. Overgeneralization errors arise when learners create a deviant structure on the basis of other structures in the target language. It generally involves the creation of one deviant structure in place of two target language structures. For example:
(17) The doubt itself proves that men begin to realize women’ great influence. (women’s)
Obviously, the learner interfered by the rule that after the possessive case of a plural noun should add “’”, such as “learners’”, “boys’”. But this rule doesn’t apply to any case. A lthough “women” is a plural noun, it doesn’t end
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