母语对二语写作正迁移作用的实证探究

An Empirical Study on the Positive Transfer of Chinese in the Process of EFL Writing

母语在二语写作学习中的干扰和负迁移作用受到广泛关注。实际上,在写作思维过程中,母语也会以正迁移的形式作用于思维和认知过程。本研究通过有声思维和问卷调查两项实证研究探索母语以何种形式参与思维过程以及学习者自身如何认识迁移现象。有声思维实验发现母语的使用贯穿写作者思维过程,在内容构思和过程控制两个分过程参与量最大。问卷调查发现学习者自身对于汉语和英语的相似性有所觉察,也承认母语迁移的必然性和有效性。

Prior studies on second language acquisition have shown great attention has been paid to the negative influence of mother tongue. In fact, in EFL writing, mother tongue could also affect the cognitive process in a positive way. The present study uses think-aloud protocol and questionnaire to explore how moth- er tongue takes part in the cognitive process of writing. It is found out that learners tend to use mother tongue throughout the whole thinking process, and the portion of its use is especially high in idea-generating and process-commenting process. Furthermore, the learners themselves are reported to have recognized the transfer of mother tongue and admit its effectiveness in actual writing process.