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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-05-17编辑:lgg点击率:4122
论文字数:38720论文编号:org201405171155359485语种:英语 English地区:中国价格:$ 66
摘要:In the field of linguistics, language transfer is a significant issue to be studied. Mostof the students, who are at the initial stage of foreign language learning, are easy to beinterfered by L1 during the process of English writing.
Chapter 5 Analysis of Negative Transfer Errors
5.1 Lexicon Error
Based on students’ writing materials, lexicon errors caused by negative transfer ofL1 include misuse of articles, comparative of adjectives and adverbs, lexical collocationsand misuse of part-of-speech. In the following, the four subcategories will be discussedwith examples. The articles in English are functional words and can not be used separately. They areused before nouns, signifying general Reference or specific reference. However, there isno article in Chinese. Therefore, students’ understanding to articles is so vague thatarticle errors are committed in writing. Of course, it is positive transfer that studentshomologize “a” or “an” with Chinese “one” when they are writing. However, it isnegative transfer of L1 when it comes to the use of “a”, “an” and the use of definitearticle “the”. In the first example, it is obvious that students miss out the definite article “the”.The article “the” is an unmarked word which is used to indicate nominatum and implythe referent that listener knows or the writer has mentioned before[55]. In Chinese, thereis no equivalent word with “the” in English. Zero article, repetition of head noun andellipsis of subjects are often used in Chinese to indicate nominatum. Therefore, we cansee that in the second example, “school” here does not refer to a school that the authormentioned before. It just refers to some institutions. Therefore, there should not be any“the” in it.
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Conclusion
This study is set out to investigate the influence of negative transfer of Chinese onEnglish writing. 200 students in Grade Two from one high school in Hebei Province tookpart in this study and their English writings are sampled as research materials to beanalyzed. Based on the data collected from these sampled writings, the followingconclusions are drawn according to the three research questions: (1) What kinds ofnegative transfer errors can be classified in students’ writing materials? What are thefrequencies of each kind? (2) Is the number of negative transfer errors increasing ordecreasing with the scores of students’ writing materials? (3) What are the reasons ofnegative transfer errors? By analyzing the data collected from the sampled writing materials, 11 types ofnegative transfer errors are identified, namely misuse of articles, misuse of comparativeof adjectives and adverbs, misuse of lexical collocations, misuse of part-of-speech,subject and predicate concord, ellipsis of subject, ellipsis of “copular verbs” in non-verbpredicate sentences, misuse of passive voice, run-on sentence and cohesion, and the mostfrequent error is run-on sentences.
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