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CHAPTER 1 INTRODUCTION

1.1 The General Description of the Study
Language transfer has a long tradition and is considered to be a central area in theresearch of applied linguistics and especially in second language acquisition (Odlin1989，Corder 1967; Selinker 1972), Considerable researches have been done on theinfluence of native language transfer made to the second language acquisition both inlearning and teaching. Thanks to these great and industrious researchers，variousprofound proposals could be made. However, there are few for us to refer to whenit comes to the third language acquisition，especially in the field which I inspectedinto一the reverse transfer. Third language acquisition is a relatively new branch oflanguage acquisition and little by little becomes one of the fields to which researchersof language acquisition pay more and more attention. According to Scott Jarvis andAneta Pavlenko: another important and long-awaited development is the expansion inscope of cross-linguistic influence research to include the interaction between three ormore languages in the mental lexicon (Scott Jarvis & Aneta Pavlenko 2008: 29)，which shows that later learned languages may affect one another as well as the LI，and that this interaction may facilitate or hinder fiirther learning and engage thelearners' creativity. Topics such as these are now frequently discussed at theInternational Conference on Third Language Acquisition and Multilingualism, whichhas been held every second year since 1999.
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1.2 The Motives of the Study
With the rapid development of global economy, mastering two languages (nativelanguage and English) seems inadequate in meeting the demands of socialdevelopment. Thus there is an uprising tendency in learning the third，fourthlanguage. In our generation, English major students should from zero start to learnone more language (Japanese, French, German, Russian，etc.) on the first or secondyear of campus life. Choosing a second foreign language is obligatory for them，however，it is alternative when facing with the choice of which to learn Japanese,French or German. Usually in China, students learn first，second, or even thirdlanguage (also considered as a second foreign language) consecutively asnon-balanced bilinguals. And bilingual major is implemented in many universkies in order to enhance the students' competitiveness and chance of employment aftergraduation. For example, English majors are requested not only to learn their majorbut also Japanese, while Japanese majors should both leam Japanese and English atthe same time.As the author myself also faces with such kind of situation，being a student ofEnglish major, meanwhile, I am obliged to leam Japanese as a second foreignlanguage. During the period of learning Japanese，I encountered so mangy problemsin language transfer between English and Japanese, especially its reverse negativetransfer which thwarting both my English and Japanese acquisition to a large extent.Then under this initial motive, I set out to write this thesis hoping to find out somesolutions for students who sharing similar experiences with me. There is quite anecessity for us to think about whether the theory of second language acquisition willever be appropriate for the third, fourth acquisition of language? And What can wedo in learning and teaching under such kind of situa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。