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namic in methodology, large in scale and various in subjects’ backgrounds.

Key words: language transfer, cross-linguistic transfer, pragmatic transfer, ESL writing, cultural and thought patterns

摘要

语言迁移是二语习得（SLA）当中的一个重要领域，在外语学习的各个层面—语音、词汇、句法、语篇和修辞等都表现得很明显。Long & Richards 在Odlin（1989）所著的《语言迁移》一书中的前言中指出：“至少一个世纪以来语言迁移一直是应用语言学、二语习得和语言教学研究的的中心”。从学习者的中介语（Interlanguage）当中既可以看到学习者母语的影响也能看到目的语的特征，母语对目标语的习得所产生的干涉作用是十分明显的。语言迁移的研究者们对迁移的本质及其在二语习得中的作用做了全面的研究，但到目前为止研究主要集中在语际或者结构层面的影响上，但对二语学习者文化或非结构层面的影响因素—语用迁移关注较少。语用迁移是指学习者的母语及其文化对学习者中介语的语用知识和能力的影响（Kasper, G. & Blum-Kulka 1993）。对目的语语用知识（语用语言知识和社交语用知识）的缺乏或者误用会使学习者违反目的语的文化规范并可能在跨文化交际中导致语用失误。对语用迁移的研究以往人们更多关注的是口头语言交际中的失误现象，比如，对请求语和礼貌语的语用研究（Blum-Kuka, S., Olshtain, E., 1984）、对拒绝语的语用研究（卢加伟和张晓莉 2009）等；而对第二语言学习者外语写作中的语用迁移的研究或者说从语用迁移的角度来分析二语习得者二语写作方面的研究问津者较少。尽管语用学的理论和原则传统上主要是用来分析口头语言交际，但我们可以酌情将语用理论加以扩展，使学习者的书面语语料也置于语用学的框架之内。写作是一种深嵌于文化当中的活动，而语用学研究的正是非语言的文化层面的语言现象。

本文旨在研究中国大学生英语写作中的语用迁移现象，分析他们的母语思维及文化模式对其英语写作产生影响的种种表现，并对其进行分类。本文的语料来自42位山东师范大学世界历史专业三年级本科生的英语习作，体裁是议论文，内容是关于是否应取消高考中的英语考试。本文运用语用学、英语写作和对比修辞的理论，从社会文化的角度首先对迁移的两大类别—语际迁移/结构迁移和语用迁移进行了定义，然后按照Kasper, G. & Blum-Kulka 的说法将语用迁移分为语用语言迁移和社交语用迁移,并在每一类迁移之下从词汇、句法、语篇及语气等层面进行了详细的归类和分析，并指出语用迁移现象在二语写作中普遍存在，它影响了学生跨文化交际能力的提高。最后本文对外语教学特别是外语写作教学方面的一些启示和建议。
本研究的局限性在于样本较小（42篇）、研究对象背景单一（被试均为世界历史专业的大三学生）、非动态研究（只研究一次英语作文的表现）。笔者的目的在于抛砖引玉，吸引更多研究者的兴趣，并期待日后的研究者能进行大规模的样本研究，对各种不同专业背景的研究对象进行长期连续性的动态分析，以期得出更具代表性、更为客观的研究结果。

关键词：语言迁移，二语写作，思维与文化模式

Introduction

ESL writing has long been a focus of study and is also a difficult area of second language learning. In order to identify the problems both present and potential, researchers and teachers have done and are still doing numerous studies on second language writing, ranging from the relations between NL thought patterns and English writing, discourse and linguistic features of ESL compositions, factors that may influence students’ writing competence, to English writing instructions. One of the main problems in L2 writing is the influence of learners’ NL on his TL acquisition. Research shows that mother tongue transfer is universal and strongly manifested in students’ L2 compositions. However all the research, be it concerned with the process of NL influence on writing or the product of transfer—the composition itself, has only generally investigated the function of NL in L2 composition and the relationship between learners’ NL and TL, but does not distinguish linguistic influence from non-linguistic influence—the cultural/pragmatic impact on learners’ TL writing.
As Ulla Connor (1996) puts it, writing is an activity embedded in culture. The L2 writer’s cultural norms substantially affect his writing practice in a second language. From the pragmatic perspective, learners’ native language pragmatic rules interfere with their target language use. Pragmatics studies not the language system itself but language in use, i.e., the relationship between language and its users and between language and the social and cultural context. Writing is not just a linguistic activity, but more importantly a culturally determined pragmatic act. Therefore, writing can be defined as a process of communication between the writer and his potential readers. For this communication to take place, the writer and the reader have to follow basic pragmatic principles such as the sp