Language transfer 语言迁移

1、negative transfer in foreign language learningabstractaccording to the language transfer theory, it is assumed that the learners mother tongue will positively or negatively affect ones learning a foreign language. when there are differences between ones mother tongue and target language, the mother

2、tongue tends to interfere with the learning of the foreign language. this paper attempts to give a brief analysis of negative transfer in students pronunciation, vocabulary, grammar and culture learning. it also discusses what pedagogical concerns the existence of negative transfer warrants and what

3、 learners can do to reduce the influence of negative transfer. key words: native language, negative transfer, pedagogical implication1. introductionlanguage transfer has been an important issue in applied linguistics, second language acquisition and language learning. when language learners have bee

4、n using their native language for many years, they are very likely to transfer those roles in their mother tongue into the foreign language that they are learning. thats what we call negative transfer. therefore, differences between the native language and the foreign language should be taken into c

5、onsideration to find out what difficulties might be. at the same time, teachers as well as learners should come up with solutions to reduce the influence of negative transfer. 2. defining negative transferlanguage transfer refers to speakers or writers applying knowledge from their native language t

6、o a second language. when the relevant unit or structure of both languages is the same, linguistic interference can result in correct language production called positive transfer. however, that language interference is most often discussed as a source of errors known as negative transfer. negative t

7、ransfer occurs when speakers and writers transfer items and structures that are not the same in both languages. within the theory of contrastive analysis, the greater the differences between the two languages, the more negative transfer can be expected.3. manifestations of the negative transfer in e

8、nglish learning 3.1 negative transfer in pronunciation when people hear a speaker with a “foreign accent”, they often try to guess the speakers background. often the clue seems to be how the individual talks. in such cases, questions put to the speaker such as “are you german?” “are you spanish?” or

9、 “are you asian?” suggest an intuition about the nature of language, an awareness, however unconscious, that the native language of a speaker can somehow cause the individual to sound “foreign” in speaking another language. the detection of foreign accents is one example of the awareness that people

10、 often have of language transfer in pronunciation. 3.1.1 negative transfer in segmental levelsome difficulties in pronouncing inaccurately are caused by the non-existence of the phonemes in the mother tongue. take /v/ and / for an example. many english learners mispronounce them as they do not exist

11、 in mandarin, and their mistakes can be attributed to the similarity of these two sounds with chinese w and s. chinese learners performances on the sound of / are not quite satisfying, for the phoneme is often replaced by e, a sound that is close to chinese ai, and thus happiness or apple is mispron

12、ounced by many learners. two languages also frequently have sounds which may seem identical but which in fact are acoustically different and may be perceived to be divergent from the target by the listener. for example, a comparison of an english d with a saudi arabian arabic d shows several differe

13、nces. among the differences, the duration of an english d at the end of a word tends to be shorter than its arabic counterpart. 3.1.2 negative transfer in suprasegmental levelalthough cross-linguistic influences on pronunciation frequently involve segmental contrasts, the influences are also frequen

14、tly evident in suprasegmental contrasts involving stress, tone, rhythm, and other factors. stress patterns are crucial in pronunciation in english since they affect syllables in english between certain nouns and verbs, such as between combine combine and combine. the first syllable in these two word

15、s has a different vowel sound, with the sound varying according to the acoustic prominence of the syllable. such interactions have important implications not only for speech production but also for comprehension. when non-native speakers do not use a stress pattern that is a norm in the target langu

16、age, this can result in a total misperception by listeners. every english word has a definite place for the stress and one is not allowed to change it.in chinese, stress does not have great influence. thus stress errors are frequently committed by a chinese learner. one of the most important typolog

17、ical distinctions between languages involves tone and intonation. chinese is a “tone language”. it has four tones, that is, the level tone, the rising tone, the falling-rising tone and the falling tone. the syllable “ma” represents “mother” when it is used with a high level tone, and “horse” with a

18、low rising tone. in contrast, english words have no fixed tones and their meanings are not identified by tones. in fact, the words in english sentences are influenced by different intonation. different intonation can express different communicative intentions, attitudes and emotions. in other words,

19、 the meaning of a word in one english sentence not only has the meaning of vocabulary but also the meaning of the corresponding intonation. when chinese students read english sentences, they are apt to replace the english intonation with fixed lexical tones instead of subordinating the lexical tones

20、 to the sentence intonation. as a result, every english word is pronounced clearly. thus, the flexibility of english words is destroyed.3.2 negative transfer in vocabularya fundamental issue in the study of semantic transfer is the relation between language and thought. expressions such as “learning

21、 to think in english” reflect a common belief that learning a particular language requires adopting a worldview which, to some extent, is unique to that language. when chinese learners start learning english, they have been equipped with the deep-rooted chinese way of thinking and their mother tongu

22、e inevitably influences their learning, especially the learning of vocabulary.3.2.1 the negative transfer caused by the non-equivalent conceptual meaning of wordsthe conceptual meaning is also called denotative or cognitive meaning, is the essential and inextricable part of what language is, and is

23、widely regarded as the central factor in verbal communication. the negative transfer often occurs when there is only a partial identity of conceptual meaning. “it was quite warm when i got here, but the climate suddenly changed.” “climate” refers to the average weather conditions at a particular pla

24、ce over a period of years, but in this sentence, the change means the particular condition at a certain time, so “weather” is the correct choice. to some students, these two words have the same conceptual meaning. its hard for them to tell the difference so that they usually take it for granted that

25、 these two words could be used indiscriminately.lets look at another example. “he also studies french except english. “except” means “but not, leaving out”. so “except english” means that english is not the subject he is learning. but when we look at the second word “also”, its obvious that the word

26、 “except” is not correct. “besides” should be the right answer as it means “as well as”. chinese learners tend to mix up the conceptual meanings of these two words for they not perceive the distinction between them.3.2.2 the negative transfer caused by the non-equivalent connotative meaning of word

27、connotative meaning is the communicative value that a word or a combination of words has by virtue of what it refers to, over and above its purely conceptual content. compared with conceptual meaning, connotative meaning is peripheral, and relatively unstable, that is, it may vary according to cultu

28、re, historical period, and the experience of the individual. when we study english, we usually memorize a group of words such as grin, beam, smile and smirk. they are all types of smile. the real differences between them lie in their connotative meanings. beam is a smile which connotes happiness, wh

29、ile smirk is a smile which connotes gloating of some kind. most chinese learners find it hard to distinguish the connotative meanings of words, especially words which are called synonyms. in compositions, some learners use the word “peasant” which has a derogatory meaning in the present english dict

30、ionary. it refers to persons without education or manners. if someone uses this word in their communication, they hold contempt on that person. therefore, westerners prefer to use the word “farmer.” without knowing the connotative meaning of different words, learners are very likely to commit mistak

31、es.3.3 negative transfer in grammarthere are often grammatical restrictions found in one language but not in another and such restrictions can occasion difficulty. a french-speaking student may make a sentence like this: at sixty-five years old they must retire themselves because this is a rule of s

32、ociety. while the form “retire” reflects a true french-english cognate, the french lexical item has a grammatical restriction that the esl student applied erroneously to the english form- the use of the reflexive pronoun is necessary in french, whereas the use of the english reflexive themselves is

33、not grammatical in the context of the sentence. 3.3.1 negative transfer in syntax levela great deal of evidence has been found for syntactic negative transfer in studies of word order, relative clauses, and negation. word orderword order has been one of the most intensively studied syntactic

34、properties in linguistics. “japanese learners of english do not at any time produce writing in which the verb is wrongly placed sentence-finally.” when the japanese speak english, many times they put objects before verbs since the basic order of japanese is sov and the basic order of english svo. th

35、e vast majority of human languages have cso, svo, or sov as their basic word order. yet while most languages can be compared in terms of these three patterns, they vary considerably in terms of rigidity. speakers of a flexible language may use several word orders in english even though english word

36、order is quite rigid. finnish is a flexible svo language. speakers of finnish may make such a sentence “this weekend got f. any fish” when they actually want to express that “this weekend f. caught no fish”. the sentence made by a french “i think its very good the analysis between the behavior of an

37、imals and the person” also reflect the relatively flexible word order of french. chinese also has svo as its basic order but its relatively flexible compared with english. other constituents besides s, v, and o are also subject to word-order rules. in noun phrases in english, for example, articles n

38、ormally precede adjectives and nouns in the noun phrase and languages generally have rules specifying the occurrence of elements within noun phrases, verb phrases and other constituents. since the rules governing the position of adjectives, adverbs, and other word classes vary considerably form one

39、language to the next, it is natural to expect to find cases of word-order negative transfer in constituents. there is a strong tendency for chinese speakers to follow chinese instead of english norms for the replacement of adverbial elements, as seen in the following error: i very much like movies.

40、from this we can see that native language influence does account well for the vast majority of the errors. relative clausesenglish primarily relies on a right branching direction, in which the relative clauses appear to the right of the head noun. in contrast, chinese primarily relies on a l

41、eft branching direction, in which modifying clauses appear to the left of the head noun. and the differences in branching directions favored in relative clause patterns occasion underproduction. most chinese learners seem to have often avoided using relative clauses in written compositions; in contr

42、ast, equally proficient students who speak arabic and persian used many more such clauses. although the arabic and persian speakers produce a great number of errors in the relative clauses that they use, the similarity of patterns in the native and target languages apparently led them to attempt wri

43、ting more sentences with relative constructions. in the case of relative clauses, another crucial factor is the grammatical role of nouns and pronouns. restrictive relativization is a construct usually having a “domain noun” and invariably having a modifying clause. for example, the sentence “the mu

44、sician who played at the concert is from china” has a relative construction consisting of a domain noun and a clause modifying the noun. one of the most common patterns in relative clauses is to have within the clause a pronoun with the same reference as the domain noun. this poses a great difficult

45、y for chinese who learn english. there is considerable cross-linguistic variation in relative clause structures, and such variation occasions negative transfer. 3.3.2 negative transfer in semantic levelchinese and english belong to different language families. thus there is a huge difference between

46、 the two grammatical systems. chinese learners are prone to apply the grammatical rules of chinese in their english learning. as a result, grammatical mistakes are frequently committed when chinese learners study english. chinese nouns have no plural forms and changing nouns into their plural forms

47、is not easy for chinese learners. they tend to decide the plural forms of english nouns based on chinese abstract and non-abstract nouns. usually errors would appear, such as “a good advice”, “a bad news”, “a fine weather”, “some changes”, “five equipments”, etc. on the other hand, some chinese noun

48、s are abstract, while the corresponding english nouns are countable and they have plural forms, such as “goods”, “table manners”, “many thanks”, “in high spirits”, etc. influenced by the usage of the chinese equivalent of “marry”, a lot of learners make sentences like “she married with a poor man.”

49、the learner clearly thinks that the verb “marry” is intransitive as it is used this way in chinese. it actually is a transitive verb in english. so we are supposed to say “she married a poor man”. take the verb “serve” as another example. in chinese way of thinking, the sentence goes like this: he s

50、erves for the people. but again “serve” is a transitive verb; “he serves people” is the correct answer. on the contrary, the chinese equivalent of “laugh” is transitive while “laugh” is intransitive. so the sentence “i made a silly mistake and she laughed at me” should be changed into “i made a sill

51、y mistake and she laughed at me.”3.4 negative transfer in culture negative transfer in culture refers to the cultural interference caused by cultural differences, which shows that people subconsciously use their cultural norms and values not only to guide their behaviors and thoughts but also to jud

52、ge others behaviors and thoughts. negative transfer in culture often results in communicative difficulties, misunderstandings and even hatred. when learners violate norms of conversation in the target language, the violations are potentially much more serious than syntactic or pronunciation errors s

53、ince such violations can affect what is often termed “the presentation of self.” negative cultural transfer occurs in all processes of intercultural communication and foreign language learning and is of great significance in both fields. 3.4.1 negative transfer of surface-structure culturepoliteness

54、 is probably a universal notion; the expression of politeness in different societies varies considerably. one of the basic challenges in the study of politeness is to understand the differences of interpretation that different cultures make of certain kinds of behavior. the norms of linguistic polit

55、eness in france and the united states are the same in many situations, but there is at least one context in which the norms differ considerably-using the telephone. telephone calls in france are seen as impositions more often than they are in the united states, and thus the etiquette of making calls

56、 in france more frequently requires callers to make an apologetic statement at the beginning of the call. consequently, phone calls between french and american individuals who are bilingual but unfamiliar with the differences in telephone etiquette may give rise to perceptions of bizarre or rude beh

57、avior. another most frequently quoted example is that when chinese people is praised by a foreigner, they tend to be modest and say “where, where”, which makes foreigners puzzled and a little bit angry as they think that their judgment is doubted. speakers of different languages prefer different lev

58、els of directness in their requests. for example, german speakers show a strong preference for modal forms suggesting a sense of obligation, whereas english speakers prefer modal forms with a weaker force, as in “can you close the window?” moreover, it appears that german speakers more often prefer

59、declarative statements in contrast to english speakers, who more often prefer interrogative statements to make requests. the speech act study indicates that speakers of german often produce requests in esl that are too direct and they may sound not very polite. apologies also show considerable cross-linguistic variation and pose problems for second language learners. the comparison of the verbal behavior of speakers of hebrew and english shows that english speakers use apologe