CERTAIN NATIVE LANGUAGE INTERFERENCES IN SECOND LANGUAGE ACQUISITION

Here we refer the native language to Chinese and the second language to English especially college English. According to linguistic study, there are certain native language interferences in secondlanguage acquisition when one is learning the second language,i. e. when a Chinese is learningEnglish, due to the influence of mother tongue which is habitually applied in learning the second language, his pronounciation, his grammar and his vocabulary are quite likely influencedor interfered by his native language or his dialect. Unfortunately, we did find certain first language interferences in our English teaching and learning processes on various items or subjects.

Transfer of Native Language——A Minor Role in Second Language Acquisition

This essay deals with the long controversial issue of whether transfer of native language has a major or minor role in the second language acquisition.Based on a brief introduction of all the literature regarding the language transfer in SLA and investigated through a deeper look into the main theories on the role of native language,the essay points out that the role of transfer of NL is evidently far from being as definite or dominant as it is supposed to be.The essay asserts that language universals but not the NL facts were found to play the leading role in the transfer.It holds that Universal Grammars are functioning in determining where language transfer occurs,and thus comes to its conclusion that the role of transfer from NL is inferior to that of UG in SLA,which explains why among second language learners there has been a remarkable common experience that language learners in the early stages will produce in the target language linguistic forms which can be related neither to their mother tongue nor to the target language.

A Probe into the Positive Effect of Native Language on Second Language Acquisition

It is a common concern of foreign language teachers what are the effects of students'mother tongue in Second Language Acquisition(SLA).Great achievements have been made in this regard in Psycho-Linguistic and SLA studies.The emphasis of those studies,however,has been placed on the negative transfer,and not much attention paid to the positive effects of native language.This paper is to raise the issue of positive transfer and explore the positive effects of native language based on the results of Psycho-Linguistic studies and SLA.

Study of Negative Effects of the Native Language Transfer on Second Language Acquisition

Language transfer has long been one of significant parts of the studies on the second language acquisition(SLA). The native language transfer will inevitably generate definite influences on SLA, negative or positive; it is less important to study the positive effects of the native language transfer. This paper is aimed to give a brief analysis on negative effects of the native language transfer in SLA with those English learners whose mother tongue is Chinese as examples. Meanwhile, in English teaching and learning, realization of negative transfers of the native language and utmost avoidance of them can improve the English learners' learning quality.

Differences Between Children’s First Language Acquisition and Adults’Second Language Acquisition

There is an apparent contrast between children’s first language acquisition and adults’second language acquisition,which are mainly manifested in the following three aspects:age difference,difference in learning process and motivation difference.This paper will analyze these three differences in detail,and combine the analysis results to guide second language pedagogical implications according to the current situation.

A Reflection on the Critical Period Hypothesis in Second Language Learning

This paper reviews the second language (hereafter L2) acquisition hypothesis and theories, examines the Critical Period Hypothesis, and, taking English as an example, briefly discusses the problems confronting Chinese adult L2 learners.

On Positive Transfer of Native Language in SLA

People have controversial ideas about the influence of our native language during the process of second language acquisition.The popular belief is that native language(NL) interferes the second language(L2) learning,which is known as negative transfer,while positive transfer is seldom mentioned,or even is neglected in the study of second language acquisition.We found that in teaching when the L2 learners experienced difficulties in understanding another language,they may resort to their NL to get help.So we can't only think about its negative aspect.In fact that NL plays a positive role in SLA,so we should make full use of the common features to lead to the positive transfer,then to strengthen the confidence of the second language learners.

Literature Review of Studies on Native Language Transfer in L2 Writing

Language transfer is a controversial topic in SLA, and how does L1 transferin L2 writing concerned by many scholars.This paper aims to sum up the scholars in china and aboard, some work has been done to study L1 interference in L2 writing.

ASSESSING SECOND LANGUAGE COMPETENCE OF PRESCHOOL CHILDREN IN DIALECT-DOMINATED ENVIRONMENT:PROBLEMS AND METHODOLOGICAL ISSUES

The present study attempts to contribute to the understanding of how preschool children with immigrant background in German Switzerland acquire standard German. It addresses mainly some methodological issues in language assessment. Results from a pilot study also show negative effects of the dialectal environment on the children s acquisition of a standard variety of L2.

Age in Relation to Second Language Learning

In the research field of the second language learning, age has been the focus for the linguists. This paper first reviews the researchon age by linguists, then analyzes age differences in different learning situations, and discusses the preferable age in second language learning inChina.

中国儿童早期英语否定转移习得:基于使用的语言习得理论下的个案研究

英语否定转移是中国儿童英语习得的难点之一,目前学界研究成果数量较少,方法单一,尤其缺乏纵向个案研究,习得效果不理想。对一名随父母在澳大利亚生活并在当地就读小学的中国儿童A进行时长13个月的纵向追踪,建立语料库分6个阶段进行研究。结果显示,中国儿童的英语否定转移习得以高频典型范例为基础逐渐扩张,儿童二语习得遵循基于高频典型范例的习得机制。中国儿童在早期英语否定转移中出现习得错误,源于一种“固化、杂糅、连带固化机制”,在语言习得过程中,频率会带来固化效应从而有利于语言的习得,但高频率的构式也有可能与相关构式产生杂糅并引起习得错误,习得错误通过连带固化效应进一步在竞争中占据优势,最终产生顽固错误。中国儿童二语习得,一是要利用高频典型范例的锚定作用促进儿童语言习得,二是要警惕高频典型范例与相关构式的杂糅而产生的习得错误,三是要对习得错误及时干预从而避免连带固化现象。

母语与第二语言的相互作用机制及影响因素

已有认知行为和脑成像研究发现,第二语言是在母语和第二语言不断相互作用中习得的。在认知机制上,母语和第二语言在字形、语音、句法等多个层面的加工上存在相互作用,并对母语和第二语言的加工效率产生影响。在神经机制上,母语经验会塑造第二语言的神经机制,第二语言反过来也会对母语加工的神经机制产生影响,这一相互作用会受到个体因素、语言因素、任务因素等影响。未来还需综合使用具有高空间分辨率的脑成像技术和高时间分辨率的电生理技术,利用横断和纵向研究,在单词、句子、篇章等层面,系统揭示母语和第二语言的相互作用机制及动态变化过程。

Pedagogically, There Is No Room for a Native Speaker.

The current review study challenges the pedagogical role of native English-speaking teacher along with his/her role as a teaching model. The language （English） that about 500 years ago was just spoken by five to seven million speakers living in the British Isles, currently is globally taught, learned, and used by at least one and a half billion speakers living in different countries of the world （Crystal, 2003）. Therefore, one may find native speakers of varieties of Englishes, namely, American, Australian, Canadian, Indian, or British English... rather than the native speaker of pure English. Definitely, the Englishes used by these speakers globally are partially different from one another in terms of lexicon, pronunciation, and even grammar. Accordingly, the aim of this study is to convince the English teachers that there should not be any sensitivity to teaching just one type of English or taking any speakers of these varieties of Englishes as a teaching model. Preferably, in this study, it has been tried to acknowledge teaching interanational （formal） English which might be understandable to English speakers of the world. All in all, the findings of this review study indicated that English teachers all around the world should adopt the language （English） and adapt it based on the cultural norms of the learners and try to help them gain the mastery of language to use it locally and internationally when needed.

二语学习对汉语学龄儿童认知控制与词汇通达的作用——年龄和二语熟练程度的影响

学习第二语言对儿童的认知能力和一语发展产生何种影响,是当下二语研究领域的热点问题。本研究通过实验法,选取不同学龄期的汉语母语小学儿童,考察高、低英语熟练程度的学龄儿童在认知控制能力和一语词汇通达上的行为反应表现。结果显示:(1)英语熟练度高的二年级儿童比熟练度低的二年级儿童表现出更小的转换代价和Simon效应量,而英语熟练度不同的中高年级(四年级和六年级)儿童在认知控制任务上的差异并不显著;(2)英语熟练度高的儿童比熟练度低的儿童产词量少,并且英语熟练度高的中高年级儿童对比同年龄组熟练度低的儿童表现出更长的图片命名反应时。研究表明:(1)学龄儿童的认知控制功能随年龄增长而增长,二语学习对学龄儿童的认知控制有促进效应,并且这一效应随儿童年龄增长而逐渐减弱;(2)二语学习会影响儿童的一语词汇通达表现,并且这种影响随年龄增长而不同。

中国英语学习者加工英语反身代词歧义句的策略研究

本文通过移动窗口的自定步速阅读范式,考察中国英语学习者采取何种策略加工英语反身代词歧义句,以及如何理解歧义反身代词。实验表明,与带有性别线索的无歧义反身代词相比,中国英语学习者在加工英语歧义反身代词时,反应时没有显著增长。这一结果说明中国英语学习者与英语母语者的加工策略类似,支持非限制竞赛模型对结果的解释,不支持“足够好”理论、识解模型和不指定加工理论对结果的解释,同时否定了基于制约的加工模型。在解歧倾向上,两组被试对歧义反身代词回指的理解不同,具体表现为英语母语者倾向于理解为临近词(NP2),而中国英语学习者则理解为中心词(NP1),说明了跨语言影响在二语句法解歧中的作用。

后脱贫时期相对贫困对儿童青少年语言能力发展的影响

脱贫家庭儿童青少年的语言能力发展问题是后脱贫攻坚时期建立阻断贫困、遏制返贫长效机制须持续关注的核心问题。不同类型及维度的相对贫困仍旧对儿童青少年不同阶段语言能力的发展有直接影响,研究表明:(1)在微观层面,家庭贫困通过贫困的家庭经济及文化表现影响儿童初始语言能力发育和母语能力发展;(2)在宏观层面,区域贫困通过母语限制语码化、通语教育不足及区域语言环境等限制儿童青少年母语及二语能力发展;(3)儿童青少年的词汇量和贫困密切相关,当前国内脱贫地区儿童青少年在母语及二语能力两层面均有明显不足。后脱贫时期应注重从语言教育、语言法律地位和语言接触模式等角度探寻相应举措,以促进脱贫地区儿童青少年语言能力发展,以期从根本上阻断区域性贫困的代际传递,防止区域性返贫现象的发生。

语音意识的不同成分在汉语儿童英语阅读学习中的作用

研究一测查了74名小学三、五年级儿童辨别、删除汉语和英语音节、首音-韵脚、音位等不同语音成分的能力以及英语单词阅读,考察语音意识不同成分与英语阅读学习的关系及母语语音意识的作用途径。研究二测查了83名英语阅读较差和73名英语阅读一般及以上儿童的英语语音删除和单词认读能力,考察阅读水平对于语音意识作用的调节效应。结果表明:(1)英语首音-韵脚意识对英语阅读具有显著的独立贡献;(2)汉语首音-韵脚意识和声调意识分别对英语单词认读和假词拼读具有显著的独立贡献,二者通过英语首音-韵脚意识的中介发挥作用;(3)阅读水平具有显著的调节作用。首音-韵脚意识是正常儿童阅读的有效预测变量,而音节意识是低水平儿童阅读的有效预测变量。上述结果与有关语音意识各成分在英语为母语儿童阅读学习中作用的研究结果不同,提示第二语言的学习具有特殊性,母语经验影响着个体第二语言学习的过程。

语音训练对幼儿英语语音意识和字母知识的促进

语音意识是影响英语阅读能力的关键因素。本研究结合语音教学法的思想,采用自编的教学材料和语音游戏,通过字母故事和语音训练游戏,训练儿童的语音意识。研究者在北京市一所普通幼儿园选取了无英语学习经验的3岁左右中国幼儿63名,随机分为实验组和控制组,经过8周的语音教学实验,发现接受语音教学的实验组儿童在音节意识、音韵意识、音素意识和字母识别等方面较接受普通英语教学的控制组都有显著提高。结果表明早期有针对性的语音训练可能能够更快地提高幼儿的语音意识。

幼儿第二语言(外语)获得成效之多因素研究

【目的】 从语言和认知发展的角度研究幼儿第二语言的获得 ,探讨童学习外语的成效。 【方法】 选择 18～ 2 4个月、3～ 6岁正常幼儿 ,评价儿童的一般情况、语言发育水平 (幼儿语言筛查表 ,WPPSI语言部分和PPVT)、中文和英文的语音分辨测验、英文发音准确性、记忆能力和英文学习成绩。研究的第一阶段为语音输入 ,18～ 2 4个月幼儿被分为两组 ,分别给予 10 0h的中文和英文的语音输入。第二阶段 ,所有儿童参加 14周的英语教学和测验。 【结果】 70 .9%儿童的家长重视学英文 ,高于重视中文获得的比例。是否经常听儿童磁带与中文词汇量有显著的正相关。英语成绩 :女孩显著高于男孩 ;与年龄、中文和英文的语音分辨能力、WPPSI语言和PPVT的原始分、记忆能力呈显著的正相关。英语发音的准确性与年龄和中文语音分辨能力有显著的正相关。 【结论】 幼儿学习L2 :①应充分重视母语的发展 ;②无需从幼儿早期开始 ,在学龄前学习成效随年龄而提高 ;③女童的语言能力强于男童。