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中国高中生英语写作之母语负迁移情况概述 [2]

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2014-06-08编辑:lgg点击率:3375

论文字数:36420论文编号:org201406071140276115语种:英语 English地区:中国价格:$ 66

关键词:错误对比分析错误分析英语写作汉语负迁移

摘要:As English is a language used world-widely,it is very essential to cultivateChinese students' communicative ability. Among the four integrated skills of listening,reading, speaking and writing, writing is a productive one perhaps of the mostsignificance as well as challenge for Chinese senior high school students. It is alsotrue that writing is the very one that can best represent students' comprehensiveexpression ability and language proficiency.

o help improve learningefficiency and autonomous learning ability; cultural awareness is the insurance forappropriate language use.
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Chapter II Literature Review


2.1 Language Transfer
The term 'transfer' in 'language transfer’ is not a particular one in the field ofsecond language acquisition; actually,it is an important conceptual notion in the fieldof learning psychology. Ellis defines transfer as a hypothesis of the effect of thelearning of task A on that of task B. And he claims that transfer is perhaps the mostimportant concept both in teaching theory and teaching practice (Ellis,1965). Abouttwo decades later, James replaces task A with mother language, i.e. LI and task Bwith second language, i.e. L2. This is how the notion language transfer conies intobeing (James, 1980). In other words, language transfer is a theory of learningpsychology in second language acquisition. Dechert and Raupach put forward astatement that transfer is the fundamental principle of human cognition between the known and the unknown, between the old and the new as well as between languageand non-language (Dechert & Raupach, 1989).According to Gass and Selinker's incomplete statistics in Language Transfer inLanguage Learning, there are at least 17 different versions of definitions of ‘languagetransfer'. Due to the limitation of the length of the pages, they will not be listed oneby one; instead, several representative examples will be given. As argued inCross-Linguistic Influence in Second Language Acquisition by Kellerman andSharwood Smith, the term 'cross-linguistic influence' is more neutral than 'languagetransfer' in that it will not leave a negative impression on the audience. In the bookLanguage Transfer: Cross-Linguistic Influence in Language Learning, Oldlin gives aconcise definition for language transfer. What Odlin calls a working definition oflanguage transfer is as follows.
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2.2 Theories Related to Language Transfer
Contrastive Analysis Hypothesis theory is generally thought to be advocated bythe American linguist Robert Lado in Linguistics Across Cultures in 1957. Accordingto Lado, if the target language bears similarities to mother language,it will be easyfor the second language learners; otherwise, when those two languages are differentin a lot of ways, it will bring about difficulties (Lado, 1957). In the 1950s and 1960s,Contrastive Analysis was the favored paradigm for studying foreign language orsecond language learning (James, 1980).The procedures involved in Contrastive Analysis are as follows. Firstly,comparable features of mother language and target language are described. Then theforms and resultant meanings across the two languages are compared. Lastly, themismatches that would predictably give rise to interference and errors are spotted. Itis believed that depending on the degree of similarity between mother language andtarget language, a considerable percentage of the errors learners would be likely tomake as a result of wrongly transferring LI systems to L2 can be explained or evenpredicted.
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CHAPTER III RESEARCH DESIGN........... 20
3.1 The Objectives of this Study.......... 20
3.2 Research Questions.......... 20
3.3 Methodology ..........21
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