英语论文网

.2 Text Error and Language Transfer ..........32-38
        3.2.1 Lexical Error and Language Transfer.......... 33-34
        3.2.2 Grammar Error and Language Transfer.......... 34-38
    3.3 Pragmatic Transfer.......... 38-39
    3.4 Data Analysis of Questionnaire and Interview.......... 39-42
Chapter Four Pedagogical Implications.......... 42-47
    4.1 Implications for the Students ..........42-45
        4.1.1 Take the Right Attitude to Oral English.......... 42-43
        4.1.2 Grasp Correct Pronunciation ..........43-44
        4.1.3 Reinforce the Learning of English Words ..........44-45
    4.2 Implications for the English Teachers ..........45-47
        4.2.1 Attach Importance to Phonetics Teaching.......... 45
        4.2.2 Intensify Lexical Teaching ..........45-46
        4.2.3 Strengthen Cross-Cultural Communication Teaching..........46-47

Conclusion

There is much uncertainty remains about many issues related to language transfer.Researchers are far from being able to predict with full accuracy when transfer willoccur. However, skeptics are also far from able to predict when transfer will neveroccur. The truth is that language transfer is an important, though incompletelyunderstood, factor in second language acquisition and both language learners andteachers should take steps to reduce the negative transfer and facilitate the positiveone, since positive transfer and negative transfer are of equal importance in secondlanguage learning process.The objective of the present study is to explore the influence of language transferon VCSs’ spoken English in China and offer pedagogical implications for VCSs andrelevant teachers.
Throughout this thesis, the author has been trying to answer the three questionsraised in Chapter Two which are:
1) How does the language transfer influence VCSs in the process of speakingEnglish?
2) Which errors are the most prominent when VCSs speak English?
3) What measures can students and teachers take to reduce the negative transferand make full use of the positive transfer to improve VCSs’ ability of speak English?
After analyzing the collected data, the author explains that according to theclassifications of errors raised by Carl James (2001), language transfer influences theVCSs in the perspectives of substance, text and pragmatics when they speak English.As far as the positive transfer is concerned, some similar phonemes, and the samebasic SVO word order in both Chinese and English language systems can apparentlyfacilitate students to speak correct English. Meanwhile, the negative transfer occurs invarious aspects and seems to be much more distinct in this study. Lexical errors,especially misselection, are the most common category. The representative speecherrors show L1 negative transfer seems to be inevitable in lexis.As a very particular category, VCSs are typical English learners with a generallylow level of motivation. Most students tend to avoid speaking English. At the sametime, 本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。