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1.1 Studies of Language Transfer both Home and Abroad
In the two decades following the Second World War, there was a widespreadacceptance of the idea that native language influences could greatly affect SLA.American scholars had made two major claims about transfer. The first was thatexistence of cross-linguistic differences made SLA extremely different from firstlanguage acquisition. Fries (1945) stated that learning a second language constitutes avery different task from learning the first language. The basic problems arise not outof any essential difficulty in the features of the new language themselves but primarilyout of the special “set” created by the first language habits. The second claim was thatdifficulties of SLA could be determined through contrastive analyses (Lado, 1957).The claims made by Lado and Fries about the predicative power of contrastiveanalysis and about the relation between the first and second language acquisitionfaced serious challenges since the late 1960s. Empirical researches showed that somedifferences between languages do not always lead to significant learning difficulties(Stockwell, Bowen, and Martin 1965).第二次世界大战后，在二十年中，有一个广泛接受的想法，母语的影响可能极大地影响SLA。美国学者曾作出了两项重大的转让索赔。首先是跨语言的差异，存在着非常不同SLA第一语言习得。弗里斯（1945）指出，学习第二语言的学习第一语言的构成非常不同任务的。出现的基本问题没有任何实质性的困难，在自己新的语言功能，但主要是出了特殊的“设置”创建的第一个语言习惯。第二个要求是困难的，可确定的SLA索赔由拉多和薯条的表语功率对比分析，第一和第二语言习得的关系面临着严峻的挑战，因为通过对比分析（拉多，1957年）。20世纪60年代后期。实证研究表明，一些语言之间的差异并不总是导致显着的学习困难（斯托克韦尔，鲍文，1965年马丁）。 James (1971) pointed out that contrastiveanalysts had never claimed that L1 interference was the sole source of error. Such aview of transfer came to dominate and lead researcher to investigate how transferinteracted with other, non-L1 based strategies. In 1980s the renewed interest in L1transfer resulted in the appearance of several anthologies of empirical studies (Gassand Selinker 1983, Kellerman and Sharwood-Smith 1986, Sajavaara andLehtonen.1989). Ellis (1985) has written a remarkable comprehensive and judicioussurvey of research on SLA, which includes the study of the cognitive structureinvolved in SLA by considering how the learner’s existing linguistic knowledgeinfluence the course of L2 development. In his book LanguageTransfer---Cross-linguistic influence in language learning, Terence Odlin (1989)documents the historical development of the concept of language transfer, exploresthe role of transfer in discourse, semantics, syntax, phonology, and writing systems and examines the way language transfer interacts with linguistic as well as cultural,social, and personal factors in second language learning and use (Odlin, 1989).艾姆斯（1971）指出，对比分析师此前从来没有声称，L1干扰是错误的唯一来源。这种转让的视图来主宰和首席研究员，探讨如何与其他非-L1基于策略的互动传输。在20世纪80年代新的兴趣在L1transfer导致在外观上的实证研究（Selinker1983 Gassand Kellerman和Sharwood史密斯1986年，Sajavaara Lehtonen.1989）的一些诗集。埃利斯（1985）写了SLA一个了不起的全面和审慎的调查研究，其中包括认知结构的研究涉及SLA考虑学习者的现有语言知识的影响L2发展的过程中。在他的书中语言迁移---跨语言的影响，在语言学习中，特伦斯Odlin（1989年）记载了历史发展的语言传递的概念，探讨转移的话语，语义，语法，音韵学，和书写系统的作用，检查的方式，语言迁移与语言作为第二语言学习和使用（Odlin，1989），以及文化，社会和个人因素。
At present, researchers try to widen the scope of their investigation to moreaspects. Recent researches include the role of L1 influence and lexical aspect in theacquisition of temporal morphology (Collins, 2002), interlanguage transfer of functionwords (De Angelis, 2005), pragmatics in second language learning (Kasper, 2002,2007). Meanwhile, in China, a large number of domestic researchers and scholarshav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。