浅析中国学生英语学习过程中汉语对英语的正迁移_毕业论文(编辑修改稿)

浅析中国学生英语学习过程中汉语对英语的正迁移_毕业论文(编辑修改稿)内容摘要：

’s definition, the language that has been previously acquired mainly refers to the mother language. The similarities between mother language and the target language will reduce the time of reading. Similarities of syntax will make it easy for learners to acquire sentences. That is called Positive Transfer. Thus for the On Positive ChinesetoEnglish Transfer in Chinese Students’ English Learning Process 4 same token, the differences between mother language and the target language will make it difficult to acquire sentences. That is called Negative Transfer. The following are simple explanations about positive and negative transfer (Odlin,1989): Positive Transfer: Using former knowledge and is without mistakes in the learning。 Negative Transfer: Using former knowledge but is with mistakes and errors. Previous Researches on Language Transfer It has been more than one hundred years since the earliest research on language transfer, and during a period of more than one century, linguists persisting in their own opinions were divided into dozens of groups and had made great achievements of and monumental contributions to language transfer in their own fields. General Findings American linguist Lado brought forward a basic theory which is named Contrastive Analysis Hypothesis (CAH) in his book Linguistics Across Cultures: Applied Linguistics for Language Teacher in 1957. He advanced that language learners often attempt to transfer the features of their mother language to the second language. When the structures of the two languages are similar, learners can get positive transfer or facilitation. When the two languages are different in structures, negative transfer or interference occurs and results in errors. He also advanced that either the input or output skill of second language learners would be influenced by the forms and meanings of the first language (mother language) at linguistic level. He considered language as a habit, for which he thought the learner’s habit formed in the first language acquisition could very easily be transferred into the second language acquisition, that is, the knowledge of the first language or mother tongue influenced that of second language. The core of Lado’s theory was to pare the similarities and differences of the first and the second language, according to which he thought: 浙江理工大学 科技与艺术学院 本科毕业论文 5 how difficult learners might feel during the language acquisition depends on how similar or different the two languages are — the similarities between mother language and target language would definitely improve the acquisition of the target langua ge while differences might make it even harder. Odlin (1989) pointed out that only by doing researches on and paring learners of different mother tongue, can researchers observe the effects or functions of the first language. For the positive influences exerted on the second language by mother language, Sandra (1997) advanced that mother language could effectively promote the study of the second language. The bigger the vocabulary of the mother language was, the better the learners could achieve in binding the new words of second language with the existing words of the mother language, so as to be easier for them to contextualize and grasp the new words. Lay (1988) carried out series of disquisition and analysis, and he discovered that the English positions of those students who used the thinking pattern of their mother language more frequently were better than that of those who used less. Lay (1988) thought that, the writing ability of the mothertongue can e about positive transfer to the writing of second language in seven aspects: a. to help find topics and points。 b. to improve the ability of expressing plex ideas。 c. to contribute to memorize the past experiences。 d. to help grasp the layout of writing。 e. to promote selfexpression。 f. to increase vocabulary richness。 g. to enhance cultural understanding. Chinese Language vs. English Language Although the researches on the language transfer are without number, they are mostly based on two different foreign languages (such as English and French). But, Chinese experts at home have been branching out a great amount of experiments and studies, among which most of the experts held the ideas that there must exist negative transfer from mother language (hear refers to Chinese language) to the second On Positive ChinesetoEnglish Transfer in Chinese Students’ English Learning Process 6 language (here refers to English language). However, researches on the positive transfer from Chinese language to English language are scarce. It is widely accepted that during the study of English, Chinese language will certainly exert negative influences on English learning. Ji Shaofeng, et al (2020) whose researches focused on the pronunciation pointed out that the differences between Chinese and English language would produce difficulty or inhibition which might then baffle the process of English learning. Si Qin, et al (2020) indicated that, in terms of vocabulary, the connotation of Chinese is quite different from that of English, but Chinese students might easily confound them and put the connotation into each other without assuring whether it is correct or not. That would definitely influence their study of English and slower their process. In the process of collision of English and Chinese, English has made positive effects on Chinese. Luo Weixing (2020) thought, in terms of vocabulary, English (especially English loan words) gives a strong impact on Chinese. He pointed out that many experts worried that Chinese language might be Europeanized, but actually it hasn’t. By drinking in those loan words and made them hers, Chinese language has expanded its vocabulary and enriched its power of expression. Yu Limin。