An Empirical Study on Negative Transfer at Syntactic Level in Chinese College Students' English Writing

摘要

语言迁移在二语习得中一直占有举足轻重的地位。尽管国内外很多学者对语言迁移进行了大量研究，但是这些研究主要侧重于对语言迁移理论的分析，验证母语对英语习得的具体影响。只有少量研究设计到语言迁移在句法层面上的体现。其中，能详细具体地专门分析和讨论当代中国大学生写作中的句法迁移的几乎没有。本文作者以错误分析为理论基础，对我国大学生英语写作中出现的母语负迁移现象进行了实证研究。作者邀请山东大学非英语专业大学二年级的90名同学作为研究对象，采用写作测试，问卷调查和访谈三种实验方法探讨中国大学生写作中的句法负迁移现象。通过上述定性和定量相结合的方法，作者得出了以下结论:(1)流水句，主谓不一致，省略或主语表达错误，多谓词，以及被动语态表达错误是受试者英语作文中出现频率最高的迁移错误类型;(2)英语水平低的受试者发生句法负迁移的频率明显高于水平高的受试者;(3)思维模式不同，缺少英汉两种语言句法结构不同的意识以及缺少足够的可理解输入是造成受试者句法负迁移的主要原因。另外，通过分析问卷调查和访谈的结果，作者得出了对英语教学者的启示:首先，英语教师要积极的看待学生在写作中犯的错误并给予及时有效的反馈;其次，应在课堂上加强英汉两种语言句法结构的对比;此外，要增加学生的可理解输入和输出;最后，应鼓励学生使用英英词典。

目录

声明

Contents

Abstract

摘要

List of Tables

List of Abbreviations

Chapter One Introduction

1．1 Research Background

1．2 Significance of the Study

1．3 Research Questions

1．4 Overview of the Thesis

Chapter Two Literature Review

2．1 Definition of Language Transfer

2．2 The Manifestation of Language Transfer

2．2．1 Errors

2．2．2 Avoidance

2．2．3 Overuse

2．2．4 Facilitation

2．3 Three Views on Language Transfer

2．3．1 The Behaviourist View

2．3．2 The Mentalist View

2．3．3 The Cognitive View

2．4 Relevant Theories on Language Transfer

2．4．1 Contrastive Analysis Hypothesis

2．4．2 Error Analysis

2．4．3 The Interlanguage Theory

2．4．4 The Markedness Theory

2．5 Syntactic Transfer

2．5．1 Transfer in Word Order

2．5．2 Transfer in Relative Clause

2．6 Summary

Chapter Three Methodology

3．1 Research Purposes

3．2 Research Questions

3．3 Participants

3．4 Instruments

3．4．1 English Writing Task

3．4．2 Questionnaire

3．4．3 Individual Interview

3．5 Pilot Study

3．6 Procedural Modifications after the Pilot Study

3．7 Data Collection and Procedure

3．7．1 The Duration of the Research

3．7．2 Data Analysis Procedures

Chapter 4 Findings and Discussions

4．1 Findings and Discussions of the Writing Test

4．1．1 Types and Frequencies of Transfer Errors at Syntactic Level in Students’ English Compositions

4．1．2 Main Transfer Errors at Syntactic Level in Students’ English Compositions

4．1．3 Comparison of the Frequency of Transfer Errors at Syntactic Level

4．2 Findings and Discussions of Students’ Questionnaires

4．3 Findings and Discussions of the Individual Interview

4．3．1 Causes of Syntactic Transfer

4．3．2 Implications for English Teaching

Chapter Five Conclusion

5．1 Major Findings of the Study

5．2 Limitations of the Study

References

Appendix

Acknowledgments

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