写作中的母语思维与英语水平相关性研究——以云南某中学高二学生英语写作为例

The Correlative Study between Mother- Tongue Thinking and English Language Proficiency in Writing:English Compositions of Senior High School Students in Yunnan as a Case

母语思维是二语写作过程中较为常见的现象。而对于不同二语水平的学生来说,受母语思维的影响又各有不同。提到母语思维对英语学习者二语习得的影响时,研究者们大多关注母语对英语学习的干涉,即二语习得中母语对英语的负面影响、负迁移;较少的研究者们会关注到英语水平与母语思维的相关性或在哪些方面对学生的英语写作构成影响。本研究主要通过问卷调查的方法,调查不同二语水平高中生在英语写作中的母语思维状况,分析母语思维在解读题目、内容构思和遣词造句上对不同水平学生英语写作的影响。研究结果证明写作中的母语思维与英语水平没有直接关系,只是在遣词造句上略有不同。

Mother-tongue thinking is a quite common phenomenon in a second language writing process. However, MT student.When it comes thinking＇ s influence on second language proficiency varies from student to to the influence of MT thinking to second language acquisition, researchers pay more attention to interference called negative impact or language transfer rather than the corre- lation between English proficiency and MT language thinking, or which aspects students＇ English writing.This study mainly adopts the method of questionnaire may influence the to investigate the MT thinking status of the senior high school students with different second language levels, and an- alyzes the influence of MT thinking in the aspects of the title comprehension, content conception, diction and sentence-making. The study outcomes show that in relationship between MT thinking and English proficiency except of words and sentences. English writing there is no direct for the slight difference in choices.