汉语母语迁移在儿童二语习得中的历时研究

本研究以德语空间介词auf、in、unter、an和über为例,采用图片及游戏等诱发产出任务,对生活在目的语国家德国的四名母语为汉语的学龄前儿童进行为期两年的二语习得追踪调查,考察母语空间范畴对二语习得的影响。结果发现:1)二语儿童无论在习得速度还是习得顺序上都与母语儿童差异明显;2)空间方位范畴的习得受到汉语母语的抑制性负迁移作用较大,影响了儿童的二语习得速度;3)空间介词短语在句法层面受母语的正迁移影响作用较大,二语习得过程没有出现大量的介词后置和冠词省略的情况。本文认为汉语母语儿童的习得难点主要在于空间范畴认知,需要在学习中加强空间范畴区别认知,特别是汉语中没有划分的AN和ÜBER空间。

输入方式与母语迁移对二语习得的影响

论述了输入方式和母语迁移对二语习得的影响 ,提出了输入什么 ,怎样输入以及如何抵抗母语干扰以提高二语习得水平。

On Variables Affecting L1 Transfer in L2 Acquisition

This paper focuses on variables affecting L1 transfer in L2 acquisition, which, according to the author, are categorized into three groups： learner-related variables, language-based variables and socio-linguistic variables, and each of them is clarified in more details.

Negative Lexical Transfer of Native Language in Chinese College Students＇ English Writing

This paper focuses on manifestations of negative transfer of native language at lexical level reflected in Chinese college students＇ English writing. A classification as well as its exemplification is offered concerning all these lexical transfer errors. And the cause of formation is analyzed for the corresponding class of lexical transfer.

A Study of Wrong Ellipsis of Chinese EFL Learners

This study attempts to find the wrong ellipsis made by the Chinese EFL learners due to the pull of Chinese equivalent sentence patterns. The findings are three folded in that： all the subjects committed errors of wrong ellipsis affected by Chinese; the performance of the beginners and that of the pre-intermediate learners contrasted a interlanguage continuum; minor differences between two languages tend to cause the learner more confusion.

Research on English Pragmatics Competence: A Comparative Study of Compliment Behavior between Chinese EFL Students, Chinese ESL Students and English Native Speakers

The present study investigated the linguistic features of a special speech act,compliments produced by two groups of Chinese learners of English,one living in China's Mainland(EFL)and the other in Malaysia(ESL).This study compared and con-trasted the performance of the learner groups with that of native English speakers,aiming to determine how they employ compli-ment strategies in different situations and whether the exposure to target language(L2)community was helpful in pragmatic acquisi-tion.

The Influence of LI Transfer on Second Language Acquisition and Its Implication on Foreign Language Teaching in China

From the perspective of language cognition,second language acquisition is a complex cognitive process in which themother tongue and the target language play against each other.In this process,the second language learner establishes the targetlanguage form by the mother tongue language rules.At the same time,through the continuous acquisition of second language knowl-edge to continuously modify this intermediary system.This article briefly analyzes the impact of the L1 transfer on SLA in the de-velopment of interlanguage,the role of L1 in SLA,and the impact of the L1 transfer on college foreign language teaching.

Chinese Students'Negative L1 Transfer in English Writing

Numerous researchers have studied the influence of L1 on the L2 composing process and consistently revealed that L2 writers may revert to their L1 when composing in L2(Cumming, 1989; Ellis, 2006;).The employment of L1 in L2 writing generally results in either facilitation(positive transfer) or impediment(negative transfer). The aim of this study is to investigate the specific errors and problems resulting from L1 interference within Chinese L2 writing and find possible solutions to minimize the negative effects of L1. In this respect, the focus of this paper is mainly on negative L1 transfer. Previous researches in this field have concentrated on how Chinese interfered L2 composing across different L2 proficiency levels or among different writing tasks. However, few studies have been carried out to analyze the details of how Chinese interfered with the students' English writing. This paper will conduct detailed analysis on the major negative transfer of L1 in terms of linguistic competence(from lexical, grammatical and syntactical level) and composing strategies(indirectness and organization style). The study will address and attempt to provide pedagogical suggestions for English writing instructors who particularly deal with Chinese L2 writers. The findings of the study has general applicability and will provide guidance for the teaching of L2 writing in other EFL/ESL settings.

计算复杂性与第一语言迁移——以汉语第二语言态度疑问句为例

本文是一项关于英语母语者学习汉语态度疑问句(attitude-bearing wh-questions)的实证研究。在英语和汉语的疑问句中,尽管前者需要将疑问词前移至句首,后者则保持原位,两者在态度疑问句中却有着一些相似的特征。第二语言研究普遍假设,一语中与目标语相似或相同的结构可以促进二语的习得,而那些不同的结构则会阻碍二语的成功习得。然而,本文研究发现,英语母语者并未将母语疑问句中的疑问词移位迁移到汉语中来。同时,两种语言在态度疑问句中的相似点,对英语母语者习得汉语这类句式的促进作用也非常有限。这一发现支持了Yuan(2001)的观点,该观点认为二语学习中的一语迁移只是一种相对现象。同时,这一发现也可以在Scheidnes et al.(2009)、Scheidnes&Tuller(2010)以及Prévost et al.(2014)等研究所提出的分析的基础上得到解释,这一分析认为,计算复杂性(computation complexity)会抵消一语的影响。

THE EFFECT OF THE USE OF ADVERBIAL CONNECTORS ON CHINESE EFL LEARNERS' ENGLISH WRITING QUALITY

This paper reports a corpus-based study on the use of adverbial connectors by Chinese non-English major EFL learners with different English proficiency levels. Research results show that there is a significant correlation between the learners' use of adverbial connectors and their writing quality. The Chinese learners with higher linguistic proficiency use more tokens and types of adverbial connectors and perform better in the use of adverbial connectors in terms of stylistic awareness in their writings than those with lower linguistic proficiency.