汉语负迁移对高中英语语法教学影响调查的研究 47页

辽宁师范大学硕士学位论文汉语负迁移对高中英语语法教学影响的调查研究姓名：徐平申请学位级别：硕士专业：学科教学（英语）指导教师：王红艳2012-05 辽宁师范大学硕士学位论文—————————————————————————————一一———————————————————————————————————————————————————————一摘要语法是高中生学>-j英语的所需的一项基本技能和途径。随着我国对外语教学的不断改革和重视，英语语法教学也越来越受到外语界相关人士的关注。对于中国学生来说，英语作为第二语言在学习过程中或多或少会受到汉语的影响，其中正面的影响会促进学生学习的积极性和学习效果，称之为正迁移；反之，那些阻碍学习的积极性和学习效果的负面因素是负迁移。在实际教学中，有许多障碍制约和妨碍着中国学生的语法学习，他们在平时交际或是做题中时常出现“中式英语”的表达方式，这就是本文所研究的汉语负迁移现象。基于国内外的研究成果发现，汉语负迁移是语言学习不可否认的事实，并且高中生在英语语法学习的过程中，受汉语负迁移的影响比较明显，它已成为我国高中生提高英语综合能力的主要阻碍因素之一。本文回顾了二语习得中迁移P理论的国内外研究现状，分别阐述了对比分析理论，错误分析理论和中介语理论以及它们对外语教学的重要意义。并以辽宁盘锦市大洼县高级中学高一105名学生为研究主体，旨在通过问卷调查方法了解他们在学习英语时的真实感受和语法试卷分析方法对他们做语法题时出现在形态上、词法上和句法上的错误进行系统归类和分析，然后结合教学实践指导学生了解英汉这两种语言在语法表达上的不同之处，并且对出现的错误进；厅有针对性的强化训练，帮助他们避免由汉语负迁移造成的错误，最终达到掌握正确的英语语法和使用技能、提高英语学习效率的目的。通过实证研究证明引导学生正确对待汉语负迁移的影响，扩大他们目的语的语言输入，创设真实的语言教学情境，同时培养学生的文化意识，能够有效帮助学生减少和避免汉语负迁移对英语语法学习的影响，这也是本文对我国英语教师在语法教学方面提供有益的启示。关键词：汉语负迁移：高一学生：语法教学：教学启示 AStudyontheChineseNegativeTransferinEnglishGrammar7reachinginHighSchoolAbstractGrammaristheoneoft]hebasicskillsandlearningmethodsinlanguage1earninginseniorhighsch001．AlongwithEnglishteachingbeingtakenseriously，languageteachersandexpertshavestartedtopaymuchmoreattentiontogrammarteaching．English，asthesecondlanguage，isinfluencedbynativelanguagemoreorlessforChinesestudentswhentheyarelearning．Somebeneficialinfluenceswillimprovestudents’learninginitimiveandresults，whichareknownaspositivetransfer．Conversely，theinactivetransfersarecallednegativetransfer．Someobstaclesmaypre,,，entChinesestudentsfromlearningEnglishgrammarwell．OneoftheobstaclesiSthatstudentswillbeaffectedbythepatternsofnativelanguagethinkingmoreorlessduringtileprocessoflearningthesecondlanguage，whichmaygenerateChineseEnglish，shortforChinglish，intheirordinarycommunicationortestpapers．ThiskindoferroriScallednegative；transferofmothertonguephenomenon．ItisanundeniablefactthatthereexistsChinesenegativetransferforhighsch001studentsinthesecondlanguagelearning．Moreover．itbecomesoneofthemainobstaclesforstudentsinhighschooltoimprovetheircomprehensiveEnglishabilities．T11iSpaperfirstreviewsthelanguagetransferathomeandabroad，andthenexpoundscontrastanalysistheory，erroranalysistheory，andinterlanguagetheoryrespectivelybecausethesetheoriesplaysignificantrolesintheforeignlanguageteaching．105studentsfromDawaHighSchoolLiaoningprovincearethesubjectsoftheresearch．ThisresearchiSaimedatrealizingthetruefeelingsofstudentswhentheyarelearningEnglishbyquestionnaireandclassifyingtheerrorssystematicallythatstudentsmakebymeansoftheanalysisofgrammarexaminationpapers．ItiSsupposedtohelpEnglishleamerstorealizethedifferencesbetweenChineseandEnglish,andtogettrainedintensivelySOthattheyreduceoravoidtheerrorsdisturbedbytheChinesenegatiwetransferandatthesametimetheyareabletolearnEnglishinanef：ficientandallappropriateway．Throughtheempiricalresearch，itiSfoundthatincludingfacinguptotheI。hlnesenegativetransfer，enlargingthetargetlanguageinput，creatingtheauthenticlanguagelearningandteachingsituation，andenhancingtheawarenessofculturecallhelpstudentsreduceandavoiderrorsdisturbedbyChinesenegativetransfer，whicharebeneficialimplicationsforEnglishteachersinhighschoolintheirfutureteachingKeywords：Chinesenegativetransfer；studentsingradeoneofhighschool；grammarteaching；teacbdngimplications 辽宁师范大学硕士学位论文———————————————————————一一————————————————————————————————————————————一1Introduction1．1BackgroundinformationofthestudyWiththedevelopmentoftheeconomicglobalization，peopleconnectwitheachothermorefrequentlyaroundtheworlIa．AsaresultEnglishhasbecomeapowerfultoolforcommunicatingwiththeoutsideworldanditbecomesatendencyforChinesepeopletolearnEnglish．UnfortunatelymanypeoplespeakChinglish--oneofmostpopularwordsin2007一whichreferstothenonstandardF；nglishwiththeChinesecharacteristicsinfluencedbytheChinesethinkingpatternsorculture．SincegrammarrtlnsthroughthefouraspectsofEnglishteaching--listening，speaking，readingandwriting，whichreflectsthecomprehensivelanguageabilitiesoflearners，beyondalldoubttheimportanceofgrammarcannotbeignored．Grammarisnotonlyaneffectivewaytotrainlearners’abilitiesofthinkingandexpressing，butalsoastandardtomeasuretheresultsofteaching．DuetotheconsiderationoftherequirementsofNewStandardEnglish，emotionandattitudegoalsareaddedintoitrecently．Whatthelearners’reallyneed：istoexpressthemselvesandcommunicate、析thothersconfidentlyandfluentlywiththehelpofteachers．Combinedwiththeanalysisoftheuniversityentranceexampapersovertenyears，thevarietyofformsanddifficultyofgrammarincreasinggraduallyacrossourcotmtryhasbecomeatrend．Asthecommunicativeabilityisoneofthemostessentialgoalsoflanguageteaching，grammaristheembodimentoflearners’comprehensiveability，thuslanguageeducatorsmustbeawarethatgrammarisafoca，1anddifficultpointinlanguageteaching．Certainly，theresearchofgrammarhasneverstoppedintherecentyears．AsintheearlyEnglishteachingandpractice，thestructuralistsbelievedthatlanguageisasystemofsymbolsandrules．Englishlearningcouldbedividedintotwosystems--grammarlearningandvocabularylearning．Grammaristheframe，andvocabularyisthefillerintheframe．Keepingtherulesofgrammarsandvocabularyinmind，learnersCanexpresswhattheywanttosayfreely．Inthepracticallanguageteachingitisdifficultforteacherstoclassifytheerrorsthatthelearnersmakeindailycommunicationandexplainthereasonsowningtothetightteachingtasks．Neitherdotheypaymuchattentiontoitforthelesstime．Infact，itisstilltoughforthelearnerstogetridoftheinterferenceofnativelanguagetoachievethesimon—puretransforrnationbetweenthelanguageinputandoutput．1．2SignificancesofthestudyInthecurrentEnglishteachinginhighschool，especiallyinthegrammarteaching，teachersfaceacommonproblem．：ManystudentsCan’tunderstandthebasicsentenceelements．suchasthepredicative，attributive，adverbialandsupplementcomposition，whichcriticallyaffectstheformationofEnglis．hskillsandthedevelopmentofthelanguageapplicationability．GrammariSthebridgebetwe,en1vocabulary"andsentence．withwhichlearnersCanconvey一1 theirideasandfeelingsfreelyandmakethelanguageunderstandabletoothers．Fromtheperspectiveofcommunication，masteringgrammarrUlesisthepremiseofthecommunication；fromtheperspectiveofenvironment，errorscanappearwithoutsystematicgrammarlearning；fromtheperspectiveoftheuniversityentranceexamtrend，grammarisapowerfultooltohelplearnerstoavoidspeechambiguity．Thatthepositionofgrammarinthewholeforeignlanguageteachingisnotteachingissue，butiswhattoteachandhowtoteach(ShuDingfang，2008)．I,iittlewood(1990)pointsoutthatthefirstfunqtionofeducation，especiallyforforeignlanguageteaching，istopassonthegrammarknowledge，savingtimeasmuchaspossibleinreadingcomprehension；thesecondfunctionistopro。motethelearners’socialskillsSOthattheycanbecomeaqualifiedmemberofsociety．Foreignlanguageteachingmeansteachingtheleamers’touseauthenticlanguagetofinishsocialtasks，suchasaskingwaysormakingarequest．Thethirdfunctionistoimprovelearners’pc}rsonalqualitiesandabilities．Asforthelanguagteteachers，theyshouldobeythenaturallawsoftheleamers’abilities，providingtheappropriateenvironmentinordertomaketheformationoflanguagehabitinthespontaneousprocess．A。5；amatteroffact．thereisnosayingthatlearnersareabletobreakawayfromtheinfluencesofnegativetransferofmothertongueaftergrammarandvocabularies’inputandconstructthecorrectandauthenticEnglishsentencesinordertorealizethetransformationfromlanguageinputtooutput．Communicativeapproachispopularinrecentyears，whichsuggeststhatlearnersfinishingthemeaningfulcommunicativetasksthroughauthenticsituationcanimproveabilitiesofunderstandinglofthesecondlanguageSOthattheycanobtaintheknowledgeandabilitiesoflanguagein11111erealsense．Itisacknowledgedthatcommunicativeapproachhasgotsomeachievement，；especiallyforimprovinglearners’oralEnglishabilities．Nonetheless，itiseasilyfoundthatt111erearestillsomeproblemsinlearners’writtenworksaccordingtotheteachingpractice．Thatlistosay，theill—chosenexpressionsCanbeseenfrequentlyintheEnglishtestpapersand；studems’abilitiesarenotamelioratedobviously．HowtohelplearnersestablishabasicEnglishgrammarsystem?ThisarticleillustratestheChinesenegativetransferinEnglishgrammarteachinginhighschoolbythecomparisonbetweenChineseandEnglishonthemorphological，lexicalandsyntacticallevelswiththe·experimentstoprovidesomeguidanceforthe!Englishteachers．1．3StructureofthethesisThis；thesisismainlystructuredinsixchapterswHichincludethefollowingparts：’l"hefirstchapterisdefinitelyanintroduction，whichfocusesonthecurrentsituationofEnglishgrammarteachinginseniorhighschool，as诫llasthepurposesandsignificancesofthisresearch．一2 辽宁师范大学硕士学位论文●，______-____-，__I__。___-__’_-_●_-_______●-●__。--_____-__一_____一-_____’__________-●____-_-___●_。’__-_。。__--。。●_-。。。---。。_--。。__-。-I_-。。__-。。●_●。。。__-。。___。-_-。。。_●。。。---。。。一Thesecondchapterlaysthetheoreticalbaseforthewholethesis．whichanalyzestheessence，definition，andsomerelatedtheoriesofthenegativelanguagetransfer．Besides，domesticandforeignresearchresultsaboutnegativelanguagetransferareprovidedtosupportthisthesis．Researchdesignanddataanalysisarethefocusofthethirdchapter．Firstly，thesubjects，theresearchquestionsandinstrumentsareconfirmed．Secondly，itisnecessarytorealizewhatproblemsexistingrammarlearningfortheseniorhighschoolstudentscombinedwit}1thedataanalysisofquestionnaireandthepre—testandpost—test．Thirdly，itsuggestssometeachingmeasuresthatshouldbetakenintheteachingpracticetohelpstudentsovercomethenegativetransferofmothertongue．ClassifyingandanalyzingthetypesoftheerrorsthatmayoccurinthegrammartestpapersarethemaincontentsofthefoIrthchapter．whichcontributestotheunderstandingoftheinfluenceofnativelanguagenegativetransferonstudents．Someimplicationswhichwillbebeneficialtolanguageteachingareconcludedinchapterfive．Italsocombinessometeachingexperiencestheauthorexploredintheteacllingpractice．Thelastchapteristheconclusion，includingsomesuggestionsforfutureresearchanddisadvantagesofthisthesis．一3一 2LiteraturereviewRcldEllis(1985)，whoisthedeputyheadofthedepartmentofappliedlanguagestudiesandlinguisticsattheUniversityofAuckland，pointsthat“transfer’’isakindofhypothesisthatlearningtaskAwillhavealleffectontaskB，andimaybeitisoneofthemostimportantconceptsamongtheeducationaltheoriesandpractice．Latermanypsychologistshavedoneplentyofexperimentsandresearches，andsomescholarsthinktransferistheprocessofintegratJionoftheoldandnewexperiencesthroughassimilationandconfoITnance．SowhatiStheessenceoftransferandwhatisthedefinitionandmanifestationoflanguagetransfer?Theanswersareprovidedinthischapter．2．17FheessenceoftransferLanguagetransferiSwidelymentioned．whichiSnottheterminologyofthesecondlanguageacquisition，butalsobelongstothelearningpsychology．Itreferstotheknowledge，skills．1earningmethodsorattitudespeoplehavegotthatinfluencetheacquisitionofthenewknowledge．skillsortheabilitiestosolvetheproNems．Forexample，whenlearningthesecond】anguage，learnerswillusetheirnativelanguageunconsciouslytocontributetotheirimprovementoflisteningabilityandreadingcomprehension．whichiscalledthetransferphenomenon．Aswellasknowledge，skills，emotion，attitudeandotheraspectsoftransferarealsoob、riouslyseen．Therefore，transf-erresearchiSnotlimitedtotheknowledgefiled，butexistsinmanyotheracademicfields(ZhangDajurk1999)，whichCanprovidethetheoreticalbasisforunderstandingthedefinitionandessenceofl妇guagetransfer．2．2DefinitionandrepresentationoflanguagetransferIntheforeignlanguagelearning，transferwilloccurfrequentlybetweennativelanguageandtargetlanguage．Whatislanguagetransfer?Intheresearchonforeignlanguage，anumberofdefilfitionsoftransferhavebeenproposedbykeyfiguresinthisfield．BasedonthestatisticsofLanguageTransferinLanguageLearni妇writtenbySusanM．GassandLarrySelinker，thereareatleast17differentideasaboutthelanguagetransfer，whichincludethatlanguage：transferisakindofthestudyoflanguage；acquisitionmodeoritisatheoreticalconcepts，onlydescribingor．explainingthephenomenonoflanguage．Theresearchonthelanguagetransferhasbecometheheatedandcontroversialtopic，whichisdifficulttogiveitaprecisedefinitiondiscussedbymanytheorists．Basedontheexperienceoftensofyearsonresearchingofthesecondlanguageacquisition，TerenceOdlin，whowastheinternationalfamoUSexpertonthefieldofthesecondlanguageacquisitionworkingasalinguisticsprofessol‘intheOhioStateUniversity，concludedaconcisedefinition：“TI’￡msferistheinfluenceresultingfromthesimilaritiesanddifferencesbetweenthetargetlaJlguageandanyotherlanguagethathasbeenpreviously(andperhapsimperfectly)acquired”(Odlin，1989：27)．——4—． 辽宁师范大学硕士学位论文———————————————————_—————_——————●—————一一———●———————_————————————————————————_————————————————————————_————————————一Twodifferentkindsoflanguagetransfersexist．“Whenthepriorknowledgebenefitsthelearningtask，thatis，whenapreviousitemiscorrectlyappliedtopresentsubjectmatter,positivetransferoccurs；whenthepreviousperformancedisruptstheperformanceonasecondtask，negativetransferOCCurS”(Brc-、Ⅳn，2002：90)．Obviously,languagetransferisnotincludedtheinfluenceofthenativelanguage，butalsoanyotherlanguagesthatthe：learnerhasacquired．Insecondlanguageteachingandlearning，twotypesoftransfermayoccur,whichisknownaspositivetransferandnegativetransfer．Positivetransfermeansthenativelanguehaveactiveinfluenceontheforeignlanguagelearningandcanhelpthelearnerslearneffectively．Thereexistsomeexamplesaboutpositivetransferlanguageinlearning．WecaneasilyremembertheEnglishsentencelike‘‘neversaygoodbye”becausethesequenceofthesentencestructurehavesomesimilaritiesinChinese．FurthermoreJapaneselearnerslearnChinesemoreeasilythananyothercountrypeople，formanysimilaritiesexistedinwritingsystemsbetweenChineseandJapanese．Negativetransfer,alsoknowrtasinterference，meansthelearners’firstlanguageplaysaninactiveroleonsecondlanguagelearningandcannothelpthelearnerslearningeffectively,whichisaninevitableprobleminlearningthesecondlanguage．InfluencedbyChineselanguage，somestudentswillsay“bigrain"’ratherthan“heavyrain"’，whichisacommonerroronthemorphologicallevel．Negat：ivetransferonsyntacticallevelalsoexists，forexample，theanswersofthequestion“T11isisalovelydog．isit?”bymanyChineselanguagelearners’answermaybe“Yes，itisn’t．”’or“"No，itis．”AlltheanSwersareinkeeping谢thOUrChinesewayofthinking，butnotappropriateaccordingtothecommunicativerulesofpeopletalkinginEnglish．TmsthesismainbrfocusesontheChinesenegativetransferinEnglishgrammarteachinginhighschoolandsome：implicationsfortheEnglishteachers．2．3RelatedtheoriesoflanguagetransferRobertLadowasthefirstonewhoputforwardtheparlanceoflanguagetransfer．witllwhichitwaspossibleforthelearnerstoapplytheform，content，meaningandevenculturelinkedtotheirnativelanguageintothesecondlanguageacquisition．Hepointedthatnegativetransferoflanguagehadbecomethemainbarrierinthesecondlanguagelearning．Theresultsoflanguagelearningcouldbeaffectedbymanyfactors，suchasmothertongue，age，cognitivestyle，cognitivelevel，learninginterestandmotivation，amongwhichtheinfluenceofmothertonguecouldn’tbeignored．Largequantitiesofstudiesshowthatourmothertongue，namelyChinese，playsamomentousroleinthesecondlanguageacquisition．Learnerswillimperceptiblymakeuseofmothertongueknowledgesystemortheknown、knowledgetohelptheirleaming．Itisalsothecorn／nonphenomenoninhighschoolattheprimarystageoflanguagelearning．Takingalqtavv‘arenessoflanguagetransferintoconsideration，thereexistdeepfoundationtheoriestoexplainthisphenomenon，whichwillbeillustratedindetail．一5 2．3·1ContrastiveAnalysisl_l。ontrastl‘veanalysis，shortforCA，prevailedinthe1950sand1960s．Behaviorism1avsthefoundationofCA，andlanguageistreatedasakindofhabit．Thelanguageleamingprocessisalsothebehaviorhabitformationprocessiaswellastheresponseofthestimulusoutside．|‘‘Abehavioristmightconsidereffectivelanguagebehaviortobetheproductionofcorrectresponsetostimuli．Ifaparticularresponseisreinforced，itthenbecomeshabitual，orconditioned．Childrenproducelinguisticresponsesthatarereinforced”(Brown．2002)．Consequently,theextemalenvironmentofthelanguagelearningisthekeytolanguagelearning．Onlythroughalotoffixedsentencepatternsandexercises，Canthelearnersreallvmastertheessenceoftheforeignlanguage．ThemainthoughtofCAisbycomparingwiththenativelanguageandthetargetlanguage，theinstructorsCanforecastwhatdifficultiesthelearnerswillmeetwhenlearningthesecondlanguage，wheretheycanstressthespecialpartsinordertoreduceevenavoidtheerrorsthatthenegati__vetransfercauses．ThemonographthatLinguisticsacrossCultureswrittenbyLadoin1957markedthemodemsenseofCA．Hedescribedthelanguagetransferasfollows：“Thestudentwhocomesintocorttactwithaforeignlanguagewillfindsomefeaturesofitquiteeasyandothersextremelydifj[icult．Thoseelementsthataresimilartohisnativelanguagewillbesimpleforhim，and【thoseelementsthataredifferentwillbedimcult”(Lado．1957)．IthasbeenalongtimesinceCAhasbecomethemainapproachoflinguisticresearch．Toagreatextent，mostofLado’Sresearchisenlightened!ibyimmigrationbilingualphenomenon．PositivelYtheresearchofthenativelanguageimpactontheforeignlanguagelearninghasproventobehisdominatingresearch．Ladoandmanyresearchersholdtheideathatmothertongueinterfereswiththesecondlanguagelearninglprocess，andinterferenceornegativetransferisthoughttoOCCurwheneverthehabitsofthemothertonguedifferfromthoseofthetargetlanguage．LMoraisedarenownedexpression，namely,thesimilarpartsbetweenthenativeandtargetlanguagewerestraightforwardforlearners；thedivergingpartsseemedtobeuntoward．Thespecificimplicationsofthisexpressionareelabormedasfollows：(1)Itispassablefortheinstructortoconductthecomparisonbetweenthenativelanguageandtargetlanguage．(12)Basedonthedifferenceanalyzed，theinstructoriscapableofpredictingthedifficultlinguisticsections，whichmayleadinlearnersmakingerrors．(13)1rheinstructorisabletomakeuseofthesepredictstodeterminewhatportionsoftheteachingmaterialneedtobedealtwith．(4)"]7hespecialportionsCanbeintensified，suchasrepeatandpractice，toovercometheinterferencebynativelanguageandestablishanewhabit．ThebasicandcoreofCAiScomparison．targetingatfiguringoutthesimilaritiesanddifferencesamongphonetic，lexicalandgrammaticalbetweennativelanguageandthesecond—b一 language．Ononehand，thesimilaritiescancreatepositiveconditionsforlearnerslearningsmoothly．Ontheotherhand，knowingdifferencesCanpreventorreducetheoccu盯enceoIinterference，也usle锄ersareabletoavoiderrorsinfluencedbynegativetransfer．Therefore，accordingtothecomparisonanalysispredictiontheory,foreignlanguageteachingcanbearrangedreasonably．ChinesestudentsgetintouchwithEnglishaftermasteringnativelanguage，thusunavoidablythereleavesometracesintheirresultsofEnglishlearning．Atthes锄etime，teachersareabletocorrectstudents’errorsandteachvaryingfrompersontoperson．That，swhyCAprevailIedinthe1960s，andmanyresearcherssupporteditduringthattime．BasedontheprimaryaimsoftheresearchofCA，itisdesignedtoservetheforeignlanguageteachingpractice．ApparI。ntly,intheviewofCA，thecauseoflearningthesecondlanguagedifficultlyattributes1LOdifference．Thebiggerthedifference，themoredifficultthelearningtasksare．AninstructorwhoiscompetenttomakeacomparisonbetweenthenativeandtargetlanguageCanmakeitclearwhatproblemsexistandhowtodealwiththem．Theinstructorscouldforecastwhatandwhenerrorswouldoccurduringthelanguageacquisitionprocessbythecomparisonofdiscrepancybetweenthenativeandtargetlanguage．Alongwiththedevelopmentofthecognitivepsychology,manycriticalopinionsemergeasthetimerequires．Oneofthose!isthatCAkeeps“difference”and“difficulty”onaparwithoneanother．Actually,theybelongtodifferentconception，for“difference’’representstheformofspeech，and“difficulty’’1‘Sgearedtopsychology．Theremakesnosensetoequalthetwowitheachotheraccordingtheconstructvalidity．Empirically,evidencehasbeenshowntoprovethatthedifferencesbetweenthetwokindsoflanguagesdon’talwaysleadtonegativetransfer．Richardspointsthatson,repredictederrorsdonotoccuranalyzedbyCA，andtheemergenterrorsarenotcausedby。thedifferencesbythetwolanguages．Inthelateofthe1960s．thepsychologybasictheoreticalfoundationofCAwaschallenged，forthatteacherscouldn’tpredictalltheerrorswhenlearnerslearnthesecondlanguage．Furthermore，thebiggerthedifferencesbetweenthetwodifferentlanguages，themoreeasilythelearnerscarl：masteredthelanguage．Instead，theinconspicuousdifferencesleadthelearnersmakeerrorsfrequently．Drivingbythedevelopmentofforeignlanguageteachingtheories．peopleinclinetopaymoreattentiontothecommunicationandthecultivationofthecross—culturalawarenessoflanguageteaching．AlthoughCAisnotregardperfectlyasalanguageresearchmethod，itisalsothemainresearchwayoflinguistics．Inthe1980s，peoplestartedtoreconsidertheimportantcontributionofCAtotheforeignlanguageteachingagain．TheauthorappliesCAduringtheresearchisnotforpredictingwhaterrorsstudentsmaymakeinlanguagelearning．InfitctitisdesignedtodigintothedifferencesofstyleandstructurebetweenEnglishandChinese，andmakedeepanalysisandexplanationsoftheerrorsautomatically．7一 2·3·2ErrorAnalysisItisfoundthatcontrastiveanalysiscouldnotpredictalltheerrors，andtheinterferenceofthenativelanguageisnottheonlycauseoftheerrors．Errorsaredefinedasthis：“Errorisalinguisticformorcombinationofforms，whichinthesaiilecontextandundersimilarconditkmsofproductionwould，inalllikelihood，notbeproducedbythespeakers，nativespeakercounterparts”(Lennon，1991：182)．Whatpeopleneedisthaterrorsshouldbesystematicallystudiedinordertofindouttheircauses．Inthiscase，erroranalysis，shortforEA，appearedinthelate1960s．EAisthereflectionofcognitivepsychologyonthelinguisticsresearch．“Thecounterpartofthe‘acquisitiondevice’inSLAwas‘creativeconstruction⋯(Ellis，1999：72)．Theerrorsthatlearnersmakeprovethatlearnersareabletobecomedecision—makers，whoaregoodatadjustingtheir鳓msandmethodsduringtheprocessofcommunication．Avoidanceandparaphrasearethebeneficialevidenceforthat．Tl他earliestadvocateofEAisCorder,whopublisheedTheSignOricanoeofLearner叠Errors．IntheviewofCorder,thefunctionsofEAwereasfollows：(1)nleinstructorsystematicallyanalyzestheerrorsthatthelearnersmakeSOthattheycanfindoutwhichstagethelearnersenter，andhow!muchcontentisleftforthelearnerstocontinuetoacquire．(2)EAprovidestheproofthathowthelearnersshouldacquireknowledgeattheSalTletimetheinstructorsmayrealizethelearningstrategiesandsteps．(3)Itisanessentialmethodforthelearnersthemselves，forweconsidermakingerrorsisalearningmethodforacquiringknowledge．AlsoitiSanapproachtouseEAtoverifytheintrinsicqualityofthelanguagetheyareacquiring．It1’：3acknowledgedthatlearnerswillgothrougktwostageswhenlearningthesecondlanguage．Firstly，thecorrectandincorrectformsarecofigurative．Secondly，theincorrectformisamendedanddisappearsautomatically．Certainly，thesecondstagecannotexistwithoutthefirststagesupport．Itwillbeseenthatma蛐ngerrorsisanunavoidablestage．EAdescribesandanalyzestheerrorsindetail，formingasetofeffectiveanalysisprocedur、e，aimingatunderstandingtherealthoughtofthelearners．ThebiggestdifferencebetweenCAandEAisthattheformermightpredict!theerrorsforthedisturbanceofnativelanguage，thelatterinclinestoexplainandanalyze,：varioustypesoferrorstoinordertounderstandlearnershowtodealwiththesecondlanguageinformation．：Fordeepunderstandingoferroranalysis，iti$necessarytomakecleardistinctionbetween．thetwoconcepts--mistakeanderror．However，theformeristheaccidentalfaultthoughthespeakerknowstherulesoftheknownlanguagecompletely．Thelatteristheusagedeviation、owningtotheignorantofsomerulesofcertainlanguage．Thatistosay，peoplewillmakemistakeseitherinnativelangrageorintargetlanguage．Consequentlyerrorsareoftenmadebecausespeakersdon’thavetheabilityofexpressingthemcorrectlyinsecondlanguage8 辽宁师范大学硕士学位论文———————————————————一———————————————————————————————————————一learning．Certainly，theobjectofEAiserrorandsometimesthesetwoconceptscanrlotbedistinguishedeasily．GeneralstepsofEA：(1)Choosingcorpus．ThecorpususedforEAismainlyfromforeignlanguagelearners，includingverbalcontent，writtenexercisesandlisteningdataanalysisobtainedfromsurvey．Ⅵlatthispaperappliesiswrittenexercises．(2)Confirmingtheerrors．Grammarandcommunicativeprinciplesarethecriterionofrecognitionoferrors．Namely，judgingacorrectsentenceisbymeansofbeinginaccordancewithgrammarandthecomm．unicativecontext．r31Classifyingtheerrors．Therearetwokindsofclassifiedmethods．First，errorsshouldbeclassifiedaccordingtoanticipation．Thentheinstructorsortouttheerrorscollectedbycorpus，whichisconvenienttooperatebutunilateral．Second，collectingerrorsseveraltimesisinfrontofclassifyingthem．ThisPaDertakesthesecondmethod．(4)Explainingthecause,,；oferrors．Fromthecurrentresearchperspective，thereexistthreekindsoferrorcauses．First，theinterlingualerroroccursbymixingandapplyingwiththecultureofthenativecountryandthetargetlanguagecountry，whichbelongstonegativetransfer．Second，theintralingualerroriscausedbytheambiguityofthetargetlanguagerules．T11ird，othererrorsare，suchasmentalfatigue，inattention，moodexcitedandSOon；peoplewillmakeerrorsinspeakinganduniting．(5)Evaluatingitssignific，Rileesofteaching．Theseverityoftheerrorpointstoerrorsonimpactofgrammarandcommunication．Furthermore，howtheerrorsinfluencethesecondlanguageteaching．ThemainpurposeofEAistocomprehendthedegreeofacertainlanguageproficiencythatlearnershavegot，aswellashowtheylearnthesecondlanguage，thecausesoftheerrorstheymakeandwhatdifficulVrtheymeetinordertoadjustteachingcontentsandimproveteachingmethods．Thankstothedistinctionoftheerrorandmistake，teachersshouldkeepwatchfuleyesonerrorsandcorrectthemratherthanmistakes．Forthestudents，itisdispensabletomakeerrors，andtherealizationoferrorisaprocessofconstantdevelopment．Themaincontributionof‘EA．isthatitmakespeoplerealizethelimitationofCAontheforeignteachingpractice，letpeoplebeawareoftheessenceoftheerrorsdistinctly，treaterrorsreasonably，andshiftthtemfrombeingavoidedtobeingguided．Peopleshouldtakeamorepositiveandscientificattitudetowardsmakingerrorsinsteadofcorrectingthemassoonaspossible，whichwillfrustratethelearners’enthusiasm．Therefore，errorsshouldbetakenseriously，becauseononehandwecanrealizethelearners’cognitivemethods，ontheotherhanderrorsCandemonstratethat]learnersputwhattheyknowintopracticecreatively．Errorsarepermittedduringtheproce：SSoflearninginordertofindthebestwaytoimproveteachingandlearning．Therefore．CAandEAeachhasitsownadvantagesanddisadvantagesandshouldbetreatedsanely．．一9一 2．3．3lnterlanguageItwasthefirsttimethatinterlanguagewasputTran彩b～writtenbySelinkerin1969．In1972forwardasaterminologyinLanguageSelinkerpublishedtheessaynamedInterlanguage，establishingtheimportantpositionofinterlanguageintheresearchofsecondlanguageacquisition．Interlanguage，shortofIL，isneithernativelanguagenortargetlanguage．Insteaditisapsychologicalprocessthatthelearnersacquireforeignlanguage．betweenthenativeaaadtargetlanguage，changingwiththelearners’languageinput，rangingfromeasytodifficull：，andgraduallyapproachingthetargetlanguage．Interlanguageaimsatrevealingthenatureofinteflanguage．exploringthelearningrulesofthesecondlanguageacquisition，providingthechoicesofteachingmaterialsandtheoreticalbasis，andsupplyingsomeguidanceforforeignlanguageteachingmethods．Selinker(1972)indicatedtherelationschemaofnativelanguage，t耐getlanguageandinterlanguagewereasf0110WS：Selinkeralsofiguredoutthatitwaspassableforlearnerstomakeuseofthefollowingmethodstoconstructinterlanguage．(1)Languagetransfer．Becauseofdisacquaintaneeoftargetlanguagerules，learnerswilldealwifllthesecondlanguageinformationwitllmothertonguerules．(2)Overgeneralizationoftargetlanguagerules．Learnersextendandsummarizethetargetlanguageinaninappropriateway．(3)。Trainingtransfer．Learnerslearnsomerulesthroughteaching．(4)Foreignlanguagelearningstrategies．Somemethodsandapproachesaretakenduringtheproc：essoflearning．(5)Foreignlanguagecommunicativestrategies．Somemethodsandapproachesaretakentoexpressopinionsduringtheprocessofcommunicatmg．AccordingtoMcLaughlin，interlanguagemeans!twothings：(1)thelearners’systematsinglepointoftime：(2)therangeofinterlockingsystemsthatcharacterizesthedevelopmentoflearnersovertime(McLaughlin，1987)．Atonepointlearners’secondlanguagelevelissettled．Inthelongrun，theirforeignlanguageproficiencywillimprovewithinterlanguagedevelopmentandtimechanging．一1f)一 辽宁师范大学硕士学位论文——————————————————一——————————————————————————————————————一Thepsychologicalprocessoflanguagelearningisextremelycomplex·Theoriglnalknowledgethatlearnershavemasterednotonlyincludingthegenerallanguageknowledge，butalsothespecificnativelanguageandotherknowledge，whichhaveimpactsonthetargetlanguagelearning．Fromthepe,rspectiveofknowledgestorage，ononehandnewknowledgewillbelimitedbythepreviousonewhenbeingassimilated；ontheotherhand，oncethenewbecomespartsoftheoriginalknowledge，definitelyitwillcauserestructuringthestructureofknowledgeandhaveinfluence011thelaterlearning．ItCanbeseenthattheprocessoflanguageiSalSOaprocessofrestructuring，whoseresultsarealSOcalledanewstructure，oraprocedureofrecreation．Italsoappliestotheproductionanddevelopmentofinterlanguage．Accordingtomanydomesticandinterlanguageareincludedasfoli01WS：foreignscholars’studies，thecharacteristicsof(1)Dynamicness．Interhmguagesystemisaconstantlychanging，developingandimprovingone．Withthelearners’improvementofforeignlanguagelevel，theirlearningresultsarecloserandclosertothecorrectformofthetargetlanguage．(3)Flexibility．Newrulesofthesecondlanguagemeetingwiththeoriginalknowledgewillshowgreatpowerofdiffusioncapacity．Itisalsoknownasaprocessofreactivatingthelatentlanguagestructure．Interlanguagehasgenerativeabilitiesaccordingtothepracticalsituation．(2)Permeability．Interlan．guagecanbeaffectedbytherulesoflearner’Snativelanguage．Positivetransferofnativelanguagewillpromotelearning．Conversely，negativetransferofnativelanguagewillinhibitlearnirtg．(3)Systematicness．Interlanguagevariabilityiswidelyknown，anditpresentsthatlanguageisastrictsystemaridinternalconsistencyatanystagebythemeansofadoptingsimplified，overgeneralizationandlearningstrategiesaswell．LearnersarethecreatorsoftherulesSOthattheycouldmakeuseofthissystemflexiblytocontact、Ⅳiththeunknownknowledge．AnotherinterestingphenomenoniSfossilization．whichreferstothatthedevelopmentofinterlanguagemaystopaftertheLearnershavemasteredacertainnumberofsecondlanguagesentencepatterns．Somelanguageerrorsarestalledasausualpractice，whicharedeeplyrootedinthe1earners’mindSOthatitiSdimculttocorrecttheerrorsinthefurtherstudy．Nomatterhowcompletelythelearnersmasterthesecondlanguageorwhichstage--primary，intermediateoradvanced--t]aeyareon，thelearnersareinclinedtomakethesameoranalogouserrorsrepeatedlymldertheintenseorexcitedcircumstancefortakingthenewtask．ThesamesituationwillOCCurevenonextremelyrelaxedortransienttime，whichalsobelongstofossilizationphenomenon．Selinkerwasthefirstpersonwhoproposedthenotionoffossilization．Accordingtohim，fossilizationisoriginallydeft：nedasthat：Fossilizationphenomenonisclosed、析ththenativelanguageandtargetlanguage．Nomatterhow’oldthelearnersare，theywillenterastagewheretheyhardlymakeprogresswhentheyarelearningthesecondlanguage．Evenifthey一11— ————AStudyonth～eChineseNeg—ativeTransferinEngliShGrammarTeachinginHighSchool～一———————————————————————————————————————————————一I～I一：：：：：：==：hayegotamountofexplanationsofparticularnativelanguage，itisinevitableforleamerstopassth]isstage．IntheRoutledgeDictionaryoflanguageandlinguistics，fossilizationisdefinedaSfollows：Permanentretentionofhishabitswhentakentogether，constitutesalearner，sinterlanguage．Fossilizationmayoccurdespiteoptimalteachingfactorsandcorrectivefeedbac：k；itmayresult，inparticular，whenailanguagelearnerperceivesthathiscommunicationstrategiesareeffectiveandadequate(CitedinHan2004：19)．ThefoundationofChineselearners’interl“guageisthecomplicateddifferencesbetweenthetwolanguages?whichindicatetheidiosyncraticlearningprocess．西enativespeakercannotaccomplishthetoughtaskinanactionwiththedevelopmentofinterlanguage．Itisproventhatlearnersaredevelopingwhentheyareattheinterlanguagestage．Becauseofthat．1earnersaretryinghardtofindsomeeffectivemeasurestoconquerthemselvesandmakemoreconfidencewhenlearningthesecondlanguage；Wecanseethatinterlanguageplayanirreplaceableroleduringthesecondlanguagelearning．andweshouldtreatitseriously．Withfurtherstudy，learnerswillovercometheinterferenceofnativelanguagegraduallyandconstructtheirownnewinterlanguageknowledgeablestructurelinguisticabilitiesconstantly，gettingcloserandclosertotherealEnglish．Manycelebratedpeoplewhomasterthesecondlanguagecompletelyhavetheexperienceofgoingthroughthestageofinterlanguage．Peopleresearchinterlanguagewiththepurposeoflookingforthenaturallawoftheprocess!inforeignlanguageacquisition，providingthetheoreticalbasisforchoosingasuitablematerialandorganizingthearrangementofteaching}inclass．Interlanguageplaysanactiveroleintheforeignlanguageteaching，whichCanConverttheteachers’attitudetowardslearners’makingerrors，accountingforthedevelopmentofinterlanguage．Errorsaremarkedastheimprovementofthesecondlanguage，leadi_119teacherstodesignteachingplansappropriately，arrangingforthecontentsuitablyandcreatingthelearningconditionharmoniously．InadditionitCanhelptheteacheraaj_uStteachingcontentsmethods，usetheteachingmaterialflexibly，increasethequantityofthetargetlanguageinputtoraisethelevelofinterhmguage．Alsoitcontributestothesuccessofcommunication．Fortheexchangebetweenteachersandlearnerswithusinginterlanguagemoderately．itispossibletoensuretherealizationoftheteachingpurposes．Tosumup，interlanguageismoreadvantageouslinthesecondlanguageacquisitionforovercorrfingthelimitationofCAandEA，andithasaprofoundimpactonthefurtherresearch．Interlanguageresearchcanbeusedasabreakthroughoflanguagelearningtheory，whichdrivesthedevelopmentofCAandEAatsametime．CA，EAandinterlangugetheoryarenotseparateintheresearchfieldofsecondlanguagelearning．CombinedwithCAandEA．itisnotonlyhelpfulforthepsychologicallinguisticsresearch，butalsohasgreatimpactonthelanguageteachingresearch．一12 辽宁师范大学硕士学位论文————————————————————一—————————————————————————————————————————一2．4ResearchstatusathomeandabroadTheresearchtopicofnegativetransferofnativelanguagehasbecomecontroversialinrecentyears，especiallywiththedevelopmentofcognitivepsychologyandCOgnitivelinguistics．Theroleofnativelanguagehasbeenrecognizedcomprehensivelyandprofoundly．ResearChathomeandabroadmakesprogress，anddomesticresearchtakesresponsibilityofChinesenegativetransferonEnglishlearningandteaching，involvingspecificvaluesforournationalconditions．2．4．1ForeignresearchstatusInforeignlanguageteaclhingresearch，papersonthenegativelanguagetransferareincomputable．andtheirabundantresearchresultsarebasedonthepracticalsituation．Researcherssupplytheirthoughtsforfurtherdiscussioninmanyaspects，andtheyhavemadegreatachievements．TheresearchofFreeman(1976)affirmstheeffectofnativelanguagetowardssecondlanguageacquisition．HepointsthatJapaneselearnersaremorelikelytomakeerrorswithomreferencewhentheylearnEnglishbecausethereisnoarticlegrammaticalcategoryintheirmothertongue．Ringbom(1978)claimsthatmostvocabularyerrorsthatSwedishandFinlandersmakeinEnglishlearningcarlbecontributedtotheinfluenceofequivalentoftranslationofthenativeandtargetlanguage．Whenthereissomethingsimilarbetweenthetwolanguages，thevocabularyacquisitionofthetargetlanguagewillgetpromoted．Zobal(1980)figuresoutthe：procedureoflearningforeignlanguageislikeacquiringmothertongueasachild．Learnerswillarrangefortimesuitablyaccordingtotheinputmaterials．Forexample，itwilltake；muchmoretimetolearntheforeignlanguagestructurethesameasthenativeone，whichillustratestheinfluenceofnativelanguage．ThecentralthemeofKaplan’S(1996、researchreflectsthatthereexistdifferentthinkingmodesaftercomparingtheEnglishcompositionswrittenbythenativelanguagelearnersandeastemlearners．Heconside：rsthatnativespeakersareinclinedtoillustratethetopicstraightforwardforthestructuresandformsoftheirworksarelinearstyle．Ⅵ，11ileChineseprefertocometothepointindirectlyintheirarticles，goingaroundincirclesistheirtypicalspiralstyles．Bhela(1999)conductsaca，sestudyonthenegativetransfer，whichemphasizestheimpactonthesecondlanguagewritingsentencestructure．Fourpeople．Englishasthesecondlanguage，arerequiredtowriteacompositionbytheirnativelanguageandEnglishrespectivelyaccordingtothegivenconsecutivepictures．TheresultshowsthattheyuseEnglishandnativelanguagealternatelyandwritesomelogicallyacceptablesentences，whicharegrammaticallyweird．Theattalysisrevealsthatnativelanguagehasinfluencesonthesecondlanguageacquisitiononsomeextent．一13 Ellis(2000)liststheinvestigationoftheimpactsofnegativetransferonthedifferentlearnerssince1970，includinginfluencefactors^ativelanguage，age，levelsofsecondlanguageinTable2．1．Table2．1Theimpactonthelearnersinthenegativetransferofnativelanguage1乇esearchersErrorpercentageonnegativetransferTypesoflearnersofmothertongueGrauberg(1971)36％1吼language：German，adult，seniorlevelGeorge(1972)33％1卧1anguage：mixtureofseverallanguages，adult，collegestudentDulayandBurt(1974)3％1“language：Spanish，child，mixed1evelTran-Chi-Chau(1975)51％1“language：Chinese，adult，mixedlevelMul!(1l：atesh(1977)23％1“language：Arabic，adult，mixed1evelFIjckr1980)31％1砒language：Spanish，adult，mixedlevel[,ott(1983)50％1“language：Italian，adult，collegestudentTheresearchshowsthatabout51％errorsChinesestudentsmakewhenlearningEnglishCanbeattributedtothenativelanguagenegativetransfer；whileabout3％errorsSpanishstudentsmakewhenlearningEnglishcallbecausedbythenegativetransferofmothertongue．Ellis’researchprovestheaveragepercentageoferrorsinfluencedbynativelanguageis33％，whichcannotbeignoredinforeignlanguageteaching．Obviouslythefiguresshowthedisturbanceofnativelanguageisnottheonlyreasonformakingerrors．Thereexistsmuchinterferenceindifferentculturalenvironmentwhen1earnerslearnthesecondlanguage．2．4．2DomesticresearchstatusZh￡mgDecong(1994)admitsinhisresearchthatnativelanguagehassomeinfluencesonthesecondlanguagelearningfromdifferentaspects．Thereisnodoubtthatinterferenceexistsinthesecondlanguageacquisition．ManyfactorsmaYleadChinesestudentstomakeerrorswhenlearningEnglish，suchasteachingimproperly，excessivegeneralization，especiallytheChinese：negativetransfer．FurthermorehedescribesandexplainstheerrorscausedbytheChinesenegativetransferonthephonetic．morphologidalandlexical1evels．Somedomesticscholarsbelievethatcolnlnonforeignlanguagelearnersseldomareabletogel：ridofthenativelanguagethinkinghabit．Itisapervasivephenomenontomakeuseof一14 辽宁师范大学硕士学位论文—————————————————————●—————————-———————一——_一—————————————————————————————————————————_———————————————_————-———————————一nativelanguagesyntacticrulestoorganizeforeignlanguagesentence．evenfor吐lelearnerswhohave1earntfordecades．Unexpectedlythemoredi伍cultthetasksare，themoredependentonthenativelanguagetilelearnersare(DaiWeidong，1994)．GuoChunjieandLiuFang(1997)indicatethefunctionsofnativelangueoutputwhenlearningthesecondlanguageare；I=1)toratiocinatethelogiccontentofpaper，(2)toanalyzeandjudgelanguageforms，(3)toretrievetherelatedvocabularies，phrasesorsentences．Theirresearchattributestounderstandthecomprehensiverolesofnativelanguageonforeignlanguagelearning．Thisarticledevotestogeneraldescriptionofthedynamicnessofmothertongue，andtheexplanationsof’influencingconditionsarerelativelyless．DomesticresearcherCaiJigang(2001)showsclearlyChinesearticlesexpressthethemeindirectly，leavingmanyimplicationsforthereaderstoexplorethemselves．CombinedwiththecomparativeanalysisofEnglishandChineseargumentativewritings，hedrawsaconclusion，thatis，thepropo】xionofEnglishargumentationthatcometopointdirectlyis60％．ComparedwithsometypicalsentencepatternsbetweenChineseandEnglish，XuJingliang(2002)findsthatthereexistdifferentthinkingmodesinthetwocountries，andtheculture，thinkingmodesandlanguagesofonenationareconnectedwitheachother．Throughsomecomparativeanalysisofsom．eChineseandEnglishsentencepatterns，hepointsoutthatthedifferencesonthesyntactic：1evelaretheresultsofvariousculturalthinkingmodes．FangZhongnan(2005)concludesthatChinglishoftenappearsinthetranslationfromChineseintoEnglishbecause：oftheChinesenegativetransfer．BasicallylearnersarenotfamiliarwithEnglishlexicalrulesandsyntaciticalstructureformation，whichisthedominatingcauseoftheChinesenegativetransfer．Inthesurveyofthesophomoresinnon—Englishmajors，TaoXiaoyun(2006)findsoutthaterrorscausedbytheChi．nesenegativetransferintheirwritingsamongallthecorpusoccupies35．7％，whichprovesthatChinesenegativetransferisthemainSOurCeoftheerrors．WeCanconcludefromtheresearchabovethatnegativetransferofnativelanguagehavinginfluenceontheforeignlanguagearewidelyrecognized，particularlytheinterferenceworksfrequently．Sincethenegativetransferofnativelanguageexistsobjectivelyanditisformidableforthelearnerstodispensewiththenegativeinfluences．teachersshouldplayaninstructionalroleto1eadlearnerstorealizethedifferencebetweenthetwolanguages．andteachthemhowtothinkintheshoesoftheforeignpeople．Ifthelearnersdon’trealizethesedifferences，theirwordsorcompositionswillleavethetracesofChinesethought_．momatterhowmanyvocabulariesandsentencepatternstheymaster，theirforeignlanguagelevelswillenterthestagnantperiod．Thereforetheresearchofthenegativetransferofnativelanguagehasgreateffectonthesecondlanguagelearning．Articlesabouttheerroranalysisareincomputable，mostofwhoseobjectsarebasedonthecollegestudents．ⅥmilestudentsinhighschoolgraspingEnglishvocabulariesarerelativelyless，foritmakessensethatthereexistmanyproblemsforthemtocomprehend一15— En911shsenteneestructureanddiscourse．Hencetheyhaveinclinationtorelvonmother‘onguc‘whenthinking，andthenitwillturnintotheirEnglishtofinishthepapertestsorcommumcatewlthotherpeople．TheChinesestyledictionsandsentencepattemsarereflected．whichmakeChineseandEnglishpeoplebothconfusedasaresultofthenegativetransferofnativelanguage·Therefore，thispapercollectserrorssamplesthataremadebvstudentsinsenlorhighschool，makesallanalysisoftheseerrorsIatlength，andtriestofindthecausesandcategoriesaimingatbeingbeneficialfortheEnglishgrammarteaching． 辽宁师范大学硕士学位论文————————————————————一——————————————————————————————————————————一3ResearchdesignThisresearchiSbasedontheChinesenegativetransferphenomenon，analyzingthetypicalandrepresentativeinterfe；rencethatappearedinthegrammarexaminationpapersotstudentsinseniorhighschoolanddiscussingtheimpactsontheChinesenegmivetransferinEnglishgrammarteachingwiththepurposeoffindingoutthereasonsoferrorsandsomepotentialsolutions．Combinedwithquestionnaire，itiSnotcomplicatedtorealizethetruefeelingsofstudentswhentheylearnthesecondlanguage，whichwillprovidesomesupportsforteachertoimprovetheirteachingmeasures．Quantitativeanalysisandqualitativeanalysisbondtogether，makingthedataanalysismoreconvictive．Alsothispapertriestoprovethefeasibilityofsomesolutionsb3rputtingforwardtheteachingpracticetothetestSOthatithelpsthestudentstoreduceandavoiderrorscreatedbytheChinesenegativetransferandimprovetheircomprehensiveabilitiesofEnglish．3．1TheresearchSUbjectsStudentsfromClass2Grade；1andClass5Grade1．DawaHighSchoolPanjinCityarethesubjectsoftheresearch。ofwhichClass2iSthecontrastclassandClass5iStheexpefimentMclass．Thereare52studentsinClass2and53studentsinClass5andtheirEnglishlearningproficienciesarebasicallyequalaccordingtothepre—testresults(Table3．1)，whichwastakenatthebegimlingofthesemester．Certainly，post-testpaperwasarrangedattheendoftheresearch．ActuallytheyhavethebasicfoundationofEnglishlearning，whiletheydon’tmasteralargequ2mtityofvocabularies，andtheirgrammarlevelsinfluencedbyChinesenegativetransferiSinthemediumrange．Combinedwiththepracticalsituation，theauthorconsiderstheyaresuitabletobethesubjectsoftheinvestigation．3．2Theresearchquestions1．WhaterrorsstudentsmaymakeinfluencedbyChinesenegativetransferwhenteachersteachingEnglishgrammarandh01Wtoclassifytheseerrors?2．WhatisthepossiblepropcIrtionofChineseinterferenceinEnglishgrammarlearning?3．3Theresearchinstrumen。tsThisresearchadoptsavarietyofinstruments．Firstly．itiSindispensabletouseliteratureanalysistounderstandthenegativetransferofnativelanguageathomeandabroad，whichlaysthesolidfoundationofthistheoreticalframework．Secondly．wecanknowwhetherChinesenegativetransferexistinstudents’secondlanguagelearning，whatproblemsstudentshaveandtheirexactlyfeelingsbythequestionnaireinthemiddleofthesemester．Moreover．itprovidesaconvenientWayfortheteacherstorealizewhatdegreetheChinesenegativetransferhasinfluencedthestudentsandhowweshouldovercomethem． 7Fhirdly，weCalltakethesampleanalysisinstrumentthroughtheregularEnglishgranmlartrainingandteststocollectandanalyzetheerrorsinthecontrastclassandcontrolclassrespectivelYatthebeginningofthesemester，whichiscalledthepre—test．Afterexplor：ingandtakingsomecorrespondingmethods，WemakeuseofthisinstrumentagainattheeMofthesemestertoseewhetherthereexistdifferencesbetweenthetwoclassesandtheteachir【{；methodSproducethedesiredresultsornot．Wehavemadecleardistinctionof“error”-and“mistake”inthepreviouschapter．Aftertheexamination．alltheerrorsappearwillbeclassifiedorderlyinthelaterchapter．3．4Datacollection3．4．1QuestionnaireAsformanyteachers，evenfortheexperiencedones，maybetheyhaveneverresearchedcarefullywhatproblemsexactlyexistinthestudents’grammarlearningandtakenthestudents’feelingsintoconsideration．Ifteachersknownothingaboutstudents’feelings，certainl)ritisroughforthemtohelpthestudentstoconquerdifficulties．Imperativelyquestionnaireissuitablebridgefortheteacherstocommunicatewithstudents．Thetopicofthequestionnaireisdesignedaccordingtosomepredecessors．Someaspectsshouldbepaidattentiontomyteachingprocedures．Themaincontell|!tofthequestionnaireincludeslanguageexpressions，syntacticalstructures，aimingatunderstandingwhaterrorsthestudentsmaymakeintheprocessoflanguagelearning，especiallythemostdifficultparts，fort11eteacherstowork·outthebestteachingplans．105questionnairesaregivenout，and102onesaretakenback．3．4．2SamplecollectionPre‘-testandpost-testweretakeninthesemesterwhentheauthorpracticingasateacherintheseniorhighsch001．Atthebeginningofthesemester，we-testwillbeheldandtheresultswillbepresentinthenextchapter．Obviouslythepost-testwouldtakeattheendofthesemester．Bymeansoftheresearch，itiseasilyfoundwhetherthemeasurestheauthortakeintheclasswillbebeneficialandtakeeffectintheEnglishgrammarteachingandatthesametimeitCanreduceoravoiderrorsdisturbedbytheChinesenegativetransfer．18— 辽宁师范大学硕士学位论文————————————————————一——————————————————————————————————————————一4ResultsandDiscussi．ons4．1ManifestationsofChinesenegativetransferinEnglishgrammarItisacknowledgedthatChinesehasnegativeeffectonEnglishlearningforstudents，especiallygrammarlearning．Theproportionofalltypesoferrorsisvariousbasedonthec011ectedsamples，thusitcallbeseenthatthereexistbigproblemsonthemorphological，svntacticalanddiscourselevelwhichareinfluencedbytheChinesenegativetransfer．Whendoingthegrammarexercises，studentswouldliketoapplywhattheyknowmechanicallywiththeaidofChinesethinking．Thecommonsortsofgrammarerrorsaresummarizedasfollows．EnglishteachershouldrecognizeandanalyzethesimilaritiesanddifferencesbetweenEnglishandChineseandhelpthestudentsovercomethedifficultiesthattheywillencounterinlearning．4．1．1OnthemorphologicallevelEnglishandChinesebelongtotwodifferentkindsoflanguages．Englishhasmanymorphologicalvariables，includingarticle，pronoun，adjectiveandaffix．InEnglishverbs，auxiliaryverbsormodalverbsoftencombinetogethertoexpresstense，voiceandmood．WhileinChinesethereisnostrictlydistinctiononthemorphologicallevel，whichleadstomanymistakesinlearning．4．1．1．1ErrorsonarticleArticleiscommoninEnglish，whileinChinesewehavenothiskindofusage，whichleadsmanyerrors．(1)False：HaveViviangotticketforthemovie?T1Ⅵe：HaveViviangotaticketforthemovie?(2)False：TheSmithslikeplayingviolinwhiletheCruisesareinclinedtoplaythebasketballverymuch．True：TheSmithslikepla)ringtheviolinwhiletheCruisesareinclinedtoplaybasketballverymuch．(3)False：AcomputeriSawell．knownmethodofcommunication．True：111ecomputerisawell-knownmethodofcommunication．FromtheexampleswecanseethatinEnglishasingularcountablenouncannotappearinasentencealone．Wecanaddanarticlebeforeitortransformitintothepluralform．Itisarulethatthemusicalinstrumentshouldbeusedwith“the”．while“the”shouldbeomittedwhenreferringtosports，whichish砌forChinesestudentstounderstand．AsfortheexampleNo．3，studentsontheprimarystageareeasytomakeerrorslikethose．ManystudentsthinkarticlesaretooeasySOthattheydon’tlaymuchstressonthem．ItiswellknownthattherearethesequestionsinthecollegeentranceexaminationeveryyeagSotheyshouldkeepinmindthegrammarrules．一19 4．1．1．2Errorsonprepositions(1)FaLse：Youareunawareofhowhefinishedhistasksbecausehisheadache．Yrue：Youareunawareofhowhefinishedhistasksbecauseofhisheadache．(2)False：Itisknownthatfriendslikeabook．Troth：ItiSknownthatfriendsarelikeabook．(3)False：Theexamisdi伍cultexceptthesecondquestion．True：Theexamisdifficultexceptforthesecondquestion．It】isacommonphenomenontomisusetheprepositions，onaccountoftheirmeaningiseasytoremember,whilethecomponentpartsentencetheyplayinthesentenceoftenbeingneglected．“Because”isaconjunction，and“becauseof’isaprepositionalphrase．beingaddedtophrase．ThemeaningofsentenceinNo．2isthatfriendsaresimilartoanumbrella．“Like’’iSapreposition，whichreferstoresemble．Itshouldbeappliedwith“be”toactasthepredicatecomposition．Asforthelastexample，‘‘except’’indicatestherelationshipamongthemostfamiliarthings，while“exceptfor”ismainlyusedtorepresentaffirmationorlocalnegation．Ifthestudentsmakecleardistinctionbetweenthem，theyCanhardlymakethesameerrors．4．1．1．3ErrorsonadjeetivesThecharacteristicofacertainwordhasanirreplaceablepositioninasentence．Forexample，“beautiful”isanadjective，while“beauty”iSanoun．InChinesewecouldusethiswordasanaajectiveoranoun，causingstudentsconfusedindailystudyandthepropertyofthewordareworthdiscussing．(1)False：Importantly,youshouldhavepolite．Truth：Importantly,youshouldbepolite．(2)False",：Howmuchgoodthecakesmelledwiththestrawberry!True：Howmuchbetterthecakesmelled、析ththestrawberry!(3)False：AlthoughMikedidnotknowTomwell，hefoundTom’Shousebuildingenougheasily．True：：AlthoughMikedidnotknowTomwell，hefoundTom’ShousebuildingeasilyenoughInEnglishanadjectiveisoftenusedasanoun．TakeNo．1forexample，“have”isaverb，whichshouldn’tbefollowedbyanadjective．“Polite"isalladjectiveanditisplacedintheinappropriatewayinthissentence．Therightexpressionis“Firstly,youshouldhavepoliteness．”ItisacknowledgedthatEnglishpeopledutadjectivesbehindthelinkingverbs，whilethesentencesemanticsalsoshouldbepaidattentionto．Comparisonofadjectivesshouldalsobeworthmentioningaslongasstudentsnoticethembasedonthesentencemeaning．Normallyweadd“enough’’totheendofffieadjectivesbecauseofChinesehabit．Nevertheless，thecorrectplaceof“enough”isbehindadjectives．Whenusingexpressions，studentshadbetternoticethesethatareeasytom．akee牡ors．～20 辽宁师范大学硕士学位论文————————————————————————————————一一——————————————————————————————————————————————————————————————一4．1．1．4ErrorsontenseinconsistenceTherearecases，however,wherethesefourkindsoftensesandaspectsinEnglishgrammar．Asitisknowntoa11thatwecantellthetenseofthesentencesbymeansofthechangeoftheverb，suchasthepa．sttense，pastparticipleorpresentparticiple．NeverthelesswhenpeoplespeakingChinese，itiscommontodrawsupportfromemptywordstoexpressthetense，inotherwords，thereisnochangeamongtheverbs，whichbringtheinterferencetotheChineselearners．ForChineseleamersseldomconsidertochangetheformofverbsandthetimeoccurrenceorder．(1)False：Waterisboilingat100。C．T1me：Waterboilsat100℃．(2)False：Irealizeit’Snotyourmistake，butthehotelhasundertakentoke印oneroomformetwodaysago．True：Irealizeit’Snotyourmistake，butthehotelundertooktokeeponeroomformetwodaysago．(3)False：Suddenlyeveryone1becamesilence．Itwasknownthatsomethingunexpectedtookplace．True：Suddenlyeveryonebecamesilence．Itwasknownthatsomethingunexpectedhadtakenplace．“WaterboilsatI00。C’’isakindofobjectivefact，alsoitisoneofwaterproperties．Sothepresentindefinitesimplepresentcarlbeusedheremorethansufficient．Inthenarrationofpastevents．themainclauseandthesubordinateclauseshouldusethepasttenseorthepastperfecttensewithcorrespondingtosentencemeaning，especiallyamovementtakesplacebeforeanaction．4·1·1·5ErrorsonpassivevoiceItismentionedthatitiseasy’toneglectthepassivevoiceinEnglishlearning，anditisdifficulttomasteritcompletelywell．Infact,thereexistSOmanyrichandcolorfulsentenceformsofthepassivevoice，whichbuildthecharmingofEnglish．(1)False：whodoyouknowtobeblamefortheunexpectedthjng?True：whodoyouknowisblamefortheunexpectedthing?(2)False：Thefishheboughtfromthemarketwilldieunlessfeedingtwiceaweek．True：Thefishheboughtfi"omthemarketwilldieunlessfedtwiceaweek．(3)False：IttimeforUStohaveaconversation．Arepeoplesatisfiedwiththeconclusionstomake?True：IttimeforUStohaveaconversation．Arepeoplesatisfiedwiththeconclusionstobemade?“Tobeblame’’playstheactilveform；actuallyithasthepassivesignificance．“Doyouthink”istheparenthesis，whichdoesn’tmakesenseinthewholesentenceorder．EllipsisisacommonphenomenoninEnglishgrammar；thecompletesentenceis‘‘Thefishhisbought一91— fromtlhemarketwilldieunlesstheyarefedtwiceaweek．”Thereforewecarleasilysolvetheproblemwiththesupplementarysentences．Itmakesanon．the．spotinvestigationof“with”．namelytheusageofthelanguage“with”isfollowedbyobjectandobjectcomplement．Alsotherelationshipbetween“make”and“theconclusions’’shouldbetakenintoconsideration．Clearlyitiseffortlesstofillinthecorrectanswer．4．1．2Onthelexicallevel13enerallyspeaking，vocabularyisoneofthemostbasicelementsoflanguagelearning，whichistheindispensableparttothedailycommunication．Ringbom(1987)foundthatthemainlysourceoferrorslearnersmakewastheOne·-to·-onecorrespondencerelationshipbetweenthenativelanguageandthetargetlanguage．；Learnersusuallyacquirethevocabularyintheoriginalconcept，namelytheyequalthetargetlanguagewiththenativelanguageonthesemanticlevel，andignorethedifferentnotionsandboundariesbetweenthetwolanguages．AsGuoChunjieandLiuFang(1997)mentionedthatnativelanguagethinkingoccurredwhenlearnerswereintheprocessoflanguageoutput，thatWastosay,thewayofthinkingrestrictedlanguageexpressionhabit．InevitablNdifferentways6fthinkingwilltakeshapeowningtothedifferentnaiona】socialenvironmentandcultura】characteristics．4．1．2．1Errorsoncountableanduncountablenoun$Asisknowntoall，thereisnochangingbetweensingularandpluralnounsinChinese，forexanlple．astudentandtwostudentshavenodifferencesontheliterallevel．Nonetheless，English1loansCanbedividedintocountablenounanduncountablenoun，andtheuncountablenoundoesnothaveapluralform．Sometimesitistroublesomeforthestudentstomasterwhatarecomatableoruncountablenounsandhowtousethem．f1False：WeshouldkeepOurconfidenceswhenmeetingdifficulties．1hIe：：Weshouldkeepourconfidencewhenmeetingdifficulties．(2)False：Asweknow,watersCansupporthumanbeingsforliving．2me：Asweknow,waterCansupporthumanbeingsforliving．(3)False：SomethingiswrongwithJimmy’Stooth，andhewillseewomendoctortomorrow．True：SomethingiswrongwithJimmy’Stooth，an4hewillseewomendoctorstomorrow．ConfidenceiSanuncountablenoun．soitiSunnecessarytoadd“S”behindit．InNo．2waterandwatersaredifferentmeanings，ofwhichwatersmeans“waterarea"’，whilewateriStheobjectivematerial．ThereiSaruleinEnglishthatW。omanormanareadiectivetodecoratenouns，thenounsshouldchangewiththepluralform0fthem．Studentsknowtheknowledgepoints，butitishardtomasterthemaccuratelyintheirdailypractice．Teachersherelayspecificstressonthesesensitivepartstoletstudentsrdmemberclearly，whichisprofitablefortheirfurtherstudy．一22— 辽宁师范大学硕士学位论文————————————————————————————————一一——————————————————————————————————————————————————————————————一4．1．2．2ErF01．sonwordredundancyRedundancyerrorsrefertotheappearanceoftheunnecessarywordsinEnglishwrittenbyanativespeakerofChinese．．Inotherwords，thosewordsperformnousefulfunctioninthesentence．whichaddnothingtothemeaning，andshouldbeeditedout．ThisiSbecausethestudentsdonotunderstandtheextensionofvocabularycomprehensioncompletelyanditiscommontomakeerrorslikethose：(1)Fault：Whentheconcertistobegin，everyoneenterintothemusichall．True：Whentheconcertistobegin，everyoneenterthemusichall．(2)Fault：Servingforpeopleisourworkprinciple．True：Servingpeopleisourworkprinciple．(3)Fault：Thehotelpromisesthatitsroomsarecomfortabletoliveinthem．True：Thehotelpromisesthatitsroomsarecomfortabletolivein．ThemaincauseoftheseerrorsiStheinfluentialresultsoftheChinesenegativetransfer,andthestudentsgetusedtoapplyingtheChinesemechanicallyintotheEnglishmaking—sentences．‘‘Enter’’means‘‘passinto’’，anditwillmakesensetoadd‘‘into’’inChinese．Asforthesecondexample，itisthetypicalerrorsChinesestudentsarelikelytomake．Itisobviousthat“livein”and“room”areverb．objectcombination．thus“them”iSsuperfluous．whichcanattributetheseerrorstotheChinesenegativetransfer．4．1．2．3ErrorsonwordmeaningAsitisjustpointedwhenstudentsdogrammarfill-inquestionsrelatedtoEnglish，firstlyChinesemeaningappears，andthentheyarelikelytosearchforthecorrespondingEnglishmeaningtofinishtheirtask．】3rrorsareconcludedasfollows：(1)False：一DidMaryfinishthedifficulttasksthatherteachergaveher?一YreS．Eventheteacherdidn’tbelieveshecouldfinishit．True：一DidMaryfinishtlhedimculttasksthatherteachergaveher?砘S．Eventheteacherdidn’tbelieveshecouldmakeit．(2)Fault：Sorry,Iforgottheprojectfilesathome．Tme：Sorry,I1efttheprojectfilesathome．(3)False：ItisproventhatJolmVv7illrumagoodmanager,SOweareinclinedtosupporthim．True：ItisproventhatJohnwillmakeagoodmanager,SOweareinclinedtosupporthim．ItisthecommonphenomenonfortheChinesestudentstothinkinthenativelanguageway．Forthefirstexample，“finishit”stresstheprocessandwecananswerthatquestionIikeitinChineseway．W11ile“makeit”emphasizestheresultsofsuccessbasedonthewholesentencemeaning．InNo．2itjS1／nadulteratedtouse“left”ratherthan“forget”inEnglish．Asforthethirdexample，itisi11thesamesensewiththesecond．Alloftheseerrorsremindteachersthattheyshouldpay7muchattentiontothechoiceofwordduringtheprocessofteaching，whichaimsatletting；studentsusetherightvocabularyintherightcontext．一23 4．1．2．4Errorsonverbs(1)False：Thenewsrefersmanyaspectsthatpeopleareconcernedwithrecently．True：Thenewscoversmanyaspectsthatpeopleareconcemedwithrecently．(2)False：Youhavetowatchyourmannersatyoururlcle’Shome．or1won’ttakeyouthere．7Frue：Youhavetomindyourmannersatyouruncle’Shome，or1won’ttakeyouthere．(3)False：Wethinkouradviceisyourbestchoose．Truth：Wethinkouradviceisyourbestchoice．ThesamewordwithmanydifferentmeaningsiSthehotpintsinthecollegeentranceexamination．Assoonaswesee“cover"’．thefirstmeaningwethinkisoverlap．while“referto’’isil：s’anothermeaning．Apparently，“watch’’meanslookorobserve，and“mindyourmannel’s”isasetphrase．“Choice”isthenounformationofchoose．Themisuseoftheverbalsomanifestsintransitiveverbsandintransitiveverbs．False：】ihopeyouCancometrueyourdreamandmakemoreMends．True：Ihopeyourdreamcarlcometrueandmakemo心friends．Theexamplesaboveallmixupwiththetransitiveandintransitivewords，whichareinfluencedbytheChinesenegativetransfer,becauseboth‘‘cometrue’’and‘‘comeup’’aretransitivewordsinChinese．Thesimilarwordsareexist，knock，happen，takeplace，breakout，listen．Thetypicalexampleistheverb“marry”．Ma|11_yChinesestudentsmaysay“Imarrywithhim”becauseofChinesethinking．whileinEfiglishthecorrectstatementis“Imarryhim．”Ifchanging“marry”intotheadjectiveword，t№commonsayingis“getmarriedto”or“bemandedto”．Mechanicalmemorizingisnotadvocatedinthetime；Whatmakethebesteffectivewaytorememberistoputitintopractice，asthesayinggoes，practicemakesperfect．4．1．2．5ErrorsonverbphrasesVerbphraseisthefixedcollocationwiththebeginningwordofverb，whichisusedtoexpressthemeaningofspeakerandenrichthesentence．(1)False：一Doyouknowhowtodealwiththemathematicproblem?～No．Idon’t．ButEllahascomeupagoodidea．True：—Doyouknowhowtodealwiththemathematicproblem?一No．Idon’t．ButEllahascomeupwithagoodidea．(2)False：Thedaytheylivetogetherinthehometownremindsherinthehappydays．True,,：Thedaytheylivetogetherinthehometownremindsherofthehappydays．(3)False：Theoldinformationisdeletedtomakeuseof"newone．True,,：Theoldinformationisdeletedtomakeroom"；fornewone．ItiSnotdifficulttofindthatsomestudentsarenotabletomastertheverbphrasescompletelythroughtheexamples．SometimestheyCanmakesentencefollowingtheirinclination，whichisinfluencedbytheChinesenegativetransfer,andthefirstandsecondexamlSle‘arethetypicalerrors．AsforNo．3．wecanseethateventhesameverbfollowedby一24— 辽宁师范大学硕士学位论文————————————————————————————————————一一——————————————————————————————————————————————————————————————————————一differentconstituentscanbecomedifferentmeanings，whichisworthpayingattentionto．4．1．3Onthesyntacticallevel、Ⅳhenstudentslearngrammar．anotherdifficultyisthatthesyntacticalstructurespuzzlethem．ManyChinesenegativetransferswilloccurandcauseaseriesofproblems，whichincludesubject—predicateinconsistence．subjectomissionandthereverseofthewordorder．SomeChinesestudentsoftenmakeerrorslike“Thehousefacesnorth．Itnevergetsthesun．ItiSratherdamp．”Ifaddedsomesuitableconiunctions．thesentenceswillbecome“Thehousefacesnoah，SOitnevergetsthesunandratherdamp．”(WangQingling，ZhangXimei，2008)．InthiscaseChinesestudentswillmakemanyChinesestyleerrorswhenmakingsentencesaccordingtotheChineseliteralmeaningandignoringEnglishsentencestructureofthederivativewords．4．1．3．1Errorsonsubject-predicateinconsistenceInChinesewedon’tneedtoconsidertheconsistenceofthesubjectandpredicate，whileinEnglishtherearemanyrigidrulestoobey．Thesearesomeexamplestoillustratesomerepresentativemistakes．(1)False：Itisacknowledgedt：hatpeoplewhoispolitemustbenicepeople．True：Itisacknowledgedthatpeoplewhoarepolitemustbenicepeople．(2)False：OnewhohavehisOl’herownideawouldappealtomuchmoreattention．nue：Onewhohashisorh。erownideawouldappealtomuchmoreattention．(3)False：Eitheryouoroneofthesecurityguardsaretocomeintothehall．TIue：Eitheryouoroneofthesecurityguardsistocomeintothehall．ThevariableoftheprediLcateverbdependsonthesubject．especiallyintheattributiveclause．Weshouldtaketheantecedentintoconsideration,．Asthesecondexample．“one”isanantecedentintheattributiveclause,．representsthesingularperson．So“has”iSthecorrectverbform．“You”shouldcollocate、Heith“are”ratherthan“is”．Whenmeeting“either"’or“neither”．theprincipleofformershouldbeabidedby．4．1．3．2ErrorsonsnbjeetdeficiencyThesubjectmainlyincarnateswiththegiventopicinChinese．thatistosay,thereisnospecialprovisionsthatonesentencemustbewithonesubject．ManyingredientsCanreplacethepositionofsubject，likethenounphrases，verbphrases，prepositionalphrases，adjectives，andadverb．HoweverinEnglish，nounornoHllphrasesareusedtoserveasthesubjects，whichareirreplaceable．ItiSundemandingforstudentstoomitsubjectsbecauseofthesedifferences．(1)False：InOurclasshavemaaaydesksandchairs．T1Ⅵe：Therearemanydesksandchairsin01．11"class。(2)False：Completethetasks．intime，thestuffhavetoworkovertime．True：Tocompletethetasksintime，thestuffhavetoworkovertime．一25 (3)Fa]se：Ignoredtwice，theflowersLucygaveme№galltowither,whichmademefeelverysad．True：Beingignoredtwice，theflowersLucygavemebegantowither,whichmademefeelverysad．ThefatalerrorofNo．1isthatstudentsuseChinesethinkingtomakeEnglishsentence，leadingtheresultsoflackingsubject．Itisapositivelyclearrulethataverborthepastparticipletakestheresponsibilityforthesubject，exceptnounandnominalexpressions．Thesignificanceof‘"todo’’infinitiveequals“inorderto!’：Whenthepastparticipleservesasthesubjeclinonesentence，thepassivevoiceshouldbealsotakenintoconsideration，whichbuilds·aompleteandperfectsentencepatterns．4．1．3．3]ErrorsonsubordinatingeonjunctionWhenthestudents’Englishlevelenterstheintermediateortheseniorstage，thesimplesentencecannotsatisfythementirely．Naturallytheytrytousethecompositesentencetoexpressthemselves，whenthesubordinatingconjunctionshouldgowith．However,herecomes‘theerrorsthatareinfluencedbytheChinesenqgativetransfer．(1)False：Althoughthepostmanwasbittenthreetimesbymydog，buthestilltookhisresponsibilitytodelivermyletters．True：Althoughthepostmanwasbittenthreetimesbymydog，hestilltookhisresponsibilitytodelivermyletters．(2)False：Sometimesteenagersmakefriendswitgsomeonehasthesameinterestsasthemselves．True：Sometimesteenagersmakefriendswithsomeonewhohasthesameinterestsasthemselves．(3)False：1wassodelightedwhenIacceptedan{invitationfrommyuncletovisittheIntemationalmuseum．True：：1wassodelightedthatIacceptedaninvitationfrommyuncletovisittheInternationalmuseum．InChinese“although’’and“but’’arewordgroup．whichcarlbeusedtogether．WhileinEnglish，onlyeitherofthemcouldoccurbecausetheyareappliedinthesamesentenceisimproper．Theattributiveclauseisoneofthemostcommonlanguagepointsinhighschool，whichisquiteuntowardforstudentstoholdontheusageofrelativepronounoradverb．Iftheantecedenttakespositionofthesubject，therelativepronouncannotbereplacedbytherelativeadverb．1etaloneomittingtherelativepronounisnotallowed．“So⋯that’’isafixedpattern、研zhichisoftenusedinChinese．Itisinadvisablethatsometimesstudentsignoreittochooseanotherconjunctiontofinishthesentence，makingthesentenceconfusedbothinChineseandEnglish．26 辽宁师范大学硕士学位论文-。________-_______●^________-________-_______--_____一●___一__。_-______--________________--_______-____-。。●___。。。。_-。。。●_-。。-___。。●I___-_____。●___。。。●--。。。。I-。一4．1．3．4ErrorsonwordorderThemaincompositionsofthesentenceinChineseandEnglisharesubiect．predicate．objective．ThewordorderinEnglishismoreflexiblethanChinese．ComparedwithChinese，invertedsentencesarecommoninEnglish．Adverbialsoftime，place，andmarinershouldbereplacedintheendofthesentence，f11False：W-eshouldfrequentlykeepintouchwithourfriends．T11le：WeshouldkeepintouchwithOurfriendsfrequently．(2)False：ItiSamoralprincipletohelpourinneedfriends．T]nle：ItiSamoralprinciple：to】aelpourfriendsinneed．(3)False：Onlywhenwehaveconfidenceinourselves．otherswillbelieveUS．TIue：Onlywhenwehaveconfidenceinourselves．willothersbelieveUS．“Frequently”inthefirstIexampleisthemanneradverb，whichshouldbeplacedintheendofthesentenceaccordingtOtheEnglishgrammar．InChinese，theattributiveshouldbeinfrontofthenoun．InEnglish，adverb，phraseandclauseusedasattributivecouldbelaidasideafterthemodifiedword．Asforthethirdexample．themainclauseneedinvertingfor‘‘only’’servedasthefirstwordofthesentence．4·1·3·5ErrorsonsenteneepatternsTherearesomedistinctly",sentencepattemerrorsinthestudents’grammarpapers，whichistroublesometorememberandapply．Taking‘"therebe”asanexample，apparently‘"therehave”occursmorefrequentlyand[reasonablethan‘"therebe”becauseitismorecorrespondwitllOurChinesespeakinghablits．(1)False：——．Hecannotbehelpingtheoldwomantotakethemassage，ishe?———No．heis．True：——-Hecannotbehelpingtheoldwomantotakethemassage．ishe?—_NO．heisn’t．(2)False：IknowpartsofyoucompleteModule2．Ifyoumay,youCangoontoModule3．True：IknowpartsofyoucompleteModule2．IfSO，youcangoontoModule3．(3)False：Justnowtheclasswassilence．Thennoisecameeverywherewhenthebellrang．True：Justnowtheclasswassilence．Thencamenoiseeverywherewhenthebellrang．SometimesEnglishsentenceistotallydifferentfromOurChineseone．Theanswersofthetagquestionshouldbeagr’eedwithfrontandback．]if“no’’istheanswer,followedbythepositiveansweriSnotallowed．AsforNo．2，“ifSO”referstotheaffirmativefrontcontent．conciselyandexplicitlyexpressesthespeaker’Smeaning．No．3isthetypicalinvertedsentence，whichstudentswillfrequentlymeetwhenlearningEnglish．Someadjectivesareplacedatthebeginningofthesentence，likeonly,now,here，there，upandSOon，thefullyinversionformshouldbeusedatthismoment．Ifcompletelymasteringtheruleofthesentencepatterns，wecananalyzetheerrorwithoutanydifficulty．一27 4．2Dataanalysis4．2．1Questionnairedataanalysis105questionnairesaregivenout．and102onesaretakenback．Table4．1Canshowtheresults．Table4．1thestatisticaldataofquestionnaire≥之∑ABCQuestion＼(％)Q．1354223Q．281163Q．3382141Q．4205822Q．5522325Q．6166915Q．7731314Q．8651817Q．9321355Q．10191863Afterdatastatisticsandanalysis，wecancle椰Yseethat35％studentshaveadeepundersta：ndingofthelanguagenegativetransferafte掣theteacherintroducingitsconceptsatthebegitruingofthesemester．Surprisingly，81％studentsadmitthatthereisChinesenegativetransferi[ntheirlanguagelearningand41％studentsConsidersemanticsisinfluencedagreatdeal．Morethan58％studentsagreethatthedifferencebetweenChineseandEnglishistheexactcauseofnegativetransfer，and52％ofthemarbforthatthebiggerthedifference，thehardertheEnglishlearning．Expectedly69％studentsapproveofgrammarplaysanessentialroleinEnglishlearning．73％and65％studentsgloverecognitionthattheyarelikelytoEnglish·．Chinesetranslationequivalencewhenexpressiingthemselvesanddoingthepapertestrespectively．Thereare55％studentswhopreferEnglishandChinesecombinedtogetherinclasstoEnglishorChinesealone．Obviouslythesireationalapproachisthemostpopularteaching：approachasaresultof63％studentschoosingit．Thestatisticaldataisabletorepresentthestudents’truefeelingsandwhattheyrealwant．Atthesametime，teacherscanmakeself-reflectioninteachingpracticebasedonthequantitativeresults．AccordingtotheresultsofthequestionnaireteachersCanchangetheirteachingmethodstosatisfystudents’needsorlthebasisofthecondition，adjusttheteachingobjectivesandmethodspromptly，andraisestu·：lents’learningmotivationasmuchaspossibletoachievebetterlearningandteachingresults． 辽宁师范大学硕士学位论文——————————————————————————一一———————————————————————————————————————————————————一4．2．2SampledataanalysisQues；tionnairecanreflectstudents’attitudesandfeelingsaboutnegativetransfer，whilebymeansofsampleanalysis，theauthorcangettheinformationofstudents’learningresultsthroughdatacollectingofpr‘e．testandpost．test．Ononehanditaimsatanalyzingtheinterferenceinthepapertest，ontheotherhand，ithelpstoimprovestudents’Englishproficientlevels．Atwenty--fivesingle-·choicegrammartestwhichisofmoderatedifficultyisgivenbasedonthestandardoftheGradingTestinhighschoolatthebeginningofthesemester．Theresultsofthepre。testwhosefullpointiS100Canbedefinedasfollows：Table4．2thepre-teststatisticsofthecontrastclassandexperimentalclassClassNumber100．9089．8079．7069．60Below59TotalPoints25237211923766553111182033830Table4．3thepre-teststatisticaldataClassNumberMaximumMinimumMearlStd．Devimion2(CC)52965472．42318．57855(EC)53925472．26428．9951Accordingtoalargeamountofcollectionofsampleanalysis，wecallconcludethattheaveragepointsofthetwoclassesarealmostatthesamelevels．Theyhavethesamelearningenvironment，materialsandteacher．Bymeansofpaperanalyzing，wecanseethaterrorsOccurfrequentlyonthemorplhological，lexicalandsyntacticallevelbecauseoftheChinesenegativetransfer．IntheiranswersheeterrorsCanbeseeneverywhere．Thestatisticsofeachtypeoferrorsaresummarizedasfi3110ws：Table4．4Errorsdistributioninthepre-testofthecontrastandcontrolclassClassErrorsMorphologyLexisSyntaxTotal2frequency128107123358percentage9．85％8．23％9．46％27．54％5frequency132129107368percentage9．96％9．74％8．08％27．78％Book1fromNewSeniorEnglishforChina(NSEFC)isusedastheteachingmaterial；inadditiontheexercisebooksaxenecessary．ThestudentsinthecontrolclassaregivensomelanguagematerialseveryotherweekwhichobviouslyreflectthedifferencesbetweenChineseandEnglish．Duringtheprocessofteaching，studentshavethechancetothiI山，discuss，contrastandconcludethedifferences--suchasculture，thinkingways--betweentwo一29— languagesonthegrammaticallevelwiththeguidanceoftheteacher．ThenstudentsaretrainedintensiVely，forexample，takingreadingcomprehensiveclass，theyareencouragedtoanalyzethesemencestructuresintheclass，practicethetranslationfromChinesetoEnglishandcorrectthegrammarerrorswitheachotherintheirEnglishcompositionsandSOoninordertoconsolidateunderstandingofmorphological，lexicalandsyntacticallevelsofEnglish．Afterfourmonths’experiment，apost—testincludingfiftysinglechoiceiSperformedwhosecriterioniStakenfromthefinaltestpaperin1)aniinCitynearlytherecentthreeyearsandthe：fuIlpointiS100．ThelearningresultsofthetwoclassesanderrordistributionareshowedonTable4．5to4．7．Table4．5Thepost-teststatisticsofthecontrastclassandcontrolclassnumber100—9089．8079．7069．60Below59TotalPoints2524923151402455341241224188ClassNumberMaximumMinimumMearlStd．Deviation2(CC)52965874．26929．28215(E(：)53965475．58499．3837Apparently，comparedwiththecontrastclassthestudentsfromtheexperimentalclasshavemadegreatprogressinaccordancewiththetab!eabove‘。___——theincreasingnumbersofthetoppointandaveragepoint，whichprovesthatit!iisfeasibletocontrastthedifferenceofthetwoanddevelopthestudents’culturalawareness．TeachersmaymakeuseoftheChinesenegativetransfertoreduceorgetridofeIlrorsSOthatitcanpromotethestudents’comprehensiveEnglishabilities．Table4．7Errorsdistributioninthepost—testofthecontrastandcontrolclassClass；ErrorsMorphologyLexisSyntaxTotal2frequency119102113334percent9．15％7．85％8．70％25．70％5frequency117重1591323percent8．83％8．68％6．87％24．38％Me’￡mwhile，thepercentageoferrordistributiononeachlevelisreducingincontrastclassandexperimentalclass．Studentsinexperimentalclassmakefewererrors，showingthatrealizingChinesenegativetransferandtakingsomeI|ewardingmeasuresactuallytakesomeeffect．Thebeneficialimplicationsforteacherswillillustrateinchapterfiveindetail．一30 辽宁师范大学硕士学位论文_———_————_-●————-——___●———_●_——___————-——一一—__———____——__-_———_————__————-————-_————--———_-————●————_-———●-_———-————___———一5ImplicationsforEnglishteachersBasedontheaboveresearch、i,vecallseethatthereinevitablyexistdifferencesduetothedifferentnaturalandsocialCOB。ditionsbetweentheeastandwest．BeforelearningEnglish，thestudentsinhighschoolhavegotusedtothewaysofthinkinginnativelanguage．Accordingly,itiSunderstandableforthestudentstothinkanddealwithprocessinChineseWayduringtheprocessoflearningEnglish．删1ispaperalsoanalyzesmanykindsoferrorscausedbytheChinesenegativetransferindetailinlineaccordancewiththeEnglishgrammarpre—testandpost—test．Teachersarethemediationintheclassroomandplayimportantrolesintheteachingandlearningprocess．HenceteachersshouldtaketheresponsibilityandobligationtoweakentheinfluencesofChinesenegativetransfer,breaktheformationofChinesethinking．cultivatethestudents’Englishthinking；habitsandexpandtheirEnglishinput．昕曲thehelpoftheresearchachievements，therearesomeimplicationsprovidedfortheteachers，whichtheyCanapplyteachingpractice．5．1FacinguptotheChinesenegativetransferItiSacknowledgedthattherearesomekindsofdifferencesbetweenChinaandEnglish。speakingcountries，whichleadtodifferentwaysofthinking．InEnglishgrammarteaching，especiallyattheprimary’stage，itisunderstandabletomakeerrorsbasedontheEAtheory,whichalsorepresentsthedevelopmentoflanguagelearningprocess，fromwhichteacherscouldgetmuchappreciateexperience，andteachthestudentsaccordingtotheiraptitude．Itiscreativefortheteachertoevaluatethecoursebookandaddorcutsomeparts．Whenthestudentsmakeerrors，teachersshouldencouragethemtofaceuptothem，andhelpthestudentsfindthecauses，whic：hcouldbementionedfrequentlytostrengthenthememoryofthecorrectvocabularies，phrases，sentencepattemsandSOon．Teachersalsohadbetteraccumulatesometypicalmistakesindailyteaching，anddiscusswiththestudentstoimprovetheirEnglishthinking．Onlyinthisway,CanthestudentshavebetterunderstandingofthedistinctionbetweenthetwodifferentlanguagesandavoidthenegativetransferofChineseconsciously．Inaddition，studentshavemasteredChineseexpertlybeforelearningEnglish．Obviously,Chinesethinkingrootedintlaeirmindsdeeply．Thustheclearguidanceoftwokindsoflanguagedifferenceswillhelpthestudentsdeclineoravoidthenegativetransferofmothertongue，suchasthemisuseofthemeaningorthepropertyofacertainword，verb，adjective，preposition，phrasesandhowtousetenseandpassi-、_revoiceproperlymentionedabove．What’Smore，comprehendingthe：speechmodeofEnglish·speakingpeopleisrequisite，whichislikelytocometothepointstraightanditisalwayscleartorealizewhattheyaretalkingabout．While，Chinesepeoplewouldliketotalktakingajoy．ride，centreononetheme．Teachershadbetterfosterstudents’Englishthinkingthroughreadinglessons，andletthestudentsfindthethesissentenceinthewholetext，thetransitionalsentencesamongthesentencesandparagraphs，andsomeEnglishwordsandfixedcollocationwiththetypical～31— ——～AStudyontheChin—．eseNegativeTransferinEnglishGrammarTeachinginHighSch001一一——————————————————————————————————————————————一==westerncharacteristics．Atthesametime，teachersshouldcultivatestudentsthesDiritofindependence，includingfindingerrorsandcorrectingthemonthestudents，ownsothatitmay7a、，oidChinesethinkingconsciouslyandeffectivelyinthefurorelanguagelearning．5．2EnlargingthetargetlanguageinputAsforstudentsinhighsch001．themainform：ofacceptingthelanguageinputcomesfromEnglishclass．TheyhavefewopportunitiestocommunicatewithforeignersortakepartintheEnglishcomer．Consequently,teachersshouldenlargethestudents’languageinputtofostertheirEnglishlanguageintuition，consistingofcreatingchancesasmanyaspossibletoincreasethestudents’languageinputtoraisetheirmotivationandcultivatetheirEnglishintuition，whichmeanstheabilitytounderstandorkl刈owtheparticularlanguageinthecertaincultural[environmentbecauseofafeelingratherthanbyconsideringthefacts．AsfortheChinesestudents，Englishintuitionisactuallyasystemofknowledgeandabstractionaccumu]ateddownafterlearning．Asamatteroffact，cultivatingintuitionisalsocultivatingtheabilityofcontrasting，tryingtofindsomesimilarities，differences，andrulesbetweenChineseandEnglish，andacceptingEnglishthinkinghabitsautomatically．Listening，speaking，readingandwritingareinseparable，whichpromoteeachotherandinteractwitheachother．Forexanaple，teacherscouldletthestudentschooseltheirinterestedclassicarticletorecite，andmasterthephrases，thesentencepattemsandidiomaticusagesaccurately．Itisalsoimperativetoconductthegrouplearning，andtheneverybodycouldexchangetheirexperien。ces，ideasandmakeprogressmutuallyinOrdertoenlargethestudents’languageinput．Furthermore，extensivereadingmakesthestudentscontactwithEnglish-speakingcountries，SOdoreadingBritishandAmericanliteratureandnewspapers，watchingEnglishmoviesandlisteningtotheEnglishradiosandsongsiHafizandTudor(1989)thinkthattheaimofextensivereadingistomakelearners‘‘buried’’intheinterestingandmeaningfulsecondlanguagematerials，duringwhichprocesstheredonotexistanytasksandrequirelnentsanditwillhelplearnersmasterthetargetlanguageonalongview．ExtensivereadingCanbeconducivetodevelopstudents’waysofthinking，writingarticlescorrcspo：ndingwithEnglishlanguagehabits．CompetentteachermightencouragestudentstokeepadiaryinEnglish，writingdowntheirfeelingsaboutlifeandstudy．Ifpossible，itiscreativetocommunicatewithforeignersontheIntemet，helpingstrengthensomeessentialknowledgeablelanguagepointsandexperiencingtheaestheticfeelingsofEnglish，culturalatmosphereandusages，whichcanattributetoEnglishintuition．Oncestudentshaveintuition，theywil：1dotheEnglishtestpaperwellandconveythemselvesfluentlywiththesimon-pureEnglish．AlsoitisalongwaytocultivatetheEnglishi；|11tuitionSOthatEnglishteachersshouldmakeeffortspainstakingly,sumuptheusefulexPeri’enceconstantlyandresearchmoreappropriatemethodsforChinesestudentstolearningEnglishefficiently．一32～ 辽宁师范大学硕士学位论文————————————————————————————一一————————————————————————————————————————————————————————一5．3Creatingtheauthenticla，nguagelearningandteachingsituationAnimportantcomponentofEnglishgrammarteachingistocreateauthenticsituationandfinishtheteachingobjectivesinrealenvironmentbydesigningtasks．TeachersshouldmakethestudentsrecognizethedifferencesbetweenthetwolanguagescorrectlyandtakeapositiveattitudetowardstheChinesenegativetransfer．Englishgrammarteachingaimsatimprovingstudents’Englishcomprehensiveabilities，combiningthewidevarietyofclassroomactivitiesandexercises．Thesearetaskswhichhavereal—worldrelevanceandutility,integratethosetasksacrossthecurriculumandprovideappropriatelevelsofdifficultyorinvolvement．Tofacilitatereallearning，teachersshouldorganizetheirclassroomactivitiesandtheircurriculumverywellSOthatstudentsCancollaborate，interactandraisequestionsforbothclassmatesandteacher．Sothemutualrespectshouldbemaintainedintheclassroom．Acompetentteacherrespectsthe,studentsbyallowingthemtherightsofexpressfeelings，ideasandopinions．rnleteacherrefrainsfromusingtheirpowerunnecessarily．Themostimportantthingisthattheresponsibilit5‘fordecisionmakingissharedbyeveryoneintheclassroom．HerearesomecommonEn91．ishgrammarteachingproceduresinhighsch001．Ifpossible，makefriendswithforeignersontheInternetorinthereallire．whichwillbeactuallygoodforimprovingthestudents’languageability．Thesearesomeregularproceduresduringasuccessfulclass．·Takingapresentationaboutwhatthestudentsinterest，andpayingattentiontoandcorrectingthegrammarerrorswiththehelpofteachersandstudents．·Listeningtothetapeandimitatingthedialogue(thewholeclassrepetition，groups，individuals)·Intensivereadinginordertoletthestudentsfindthekeysentencesandmainidea．·Explainingthelanguagepointsanddiscussingthefunctionandsituationinthedialogue——people，roles，set-ringandtopic．·Questionsandanswer,；relatedtothestudents’personalexperiencesandcenteraroundthedialoguetheme．·Makingaroleplayusethegrammarinthecurrenttesttomakedeepimpressionofthelanguagepointsandcreatingzmthenticsituationtosolvethepracticeproblem．·Givingthesampleofthehomeworkassignment．In11ighschoolthereisanostensiblyfunctionalfocusandnewteachingpointsthatareintroducedwithdialogues．followedbycontrolledpracticeofthemaingrammaticalpracticeineachunit．Thisservesasanintroductiontoafreepracticeactivity,suchasroleplayanddiscussion．BesidesitiSafruitfialapproachtomakefulluseofthemultimediateachingresourcestocreatetheauthentic,dtuation，whereletthestudentsdothepresentingworkinaninterestingandmotivatingwayaridencouragestudentstoraisetheirexpectations．一33— 5．4EnhancingtheawarenessofcultureL．anguageandculturearecloselyinterrelated，landlanguageisimportantsupporterofculture．Englishteachinginvolvesnotonlythelanguageitself,butalsothemeaningoftheculture．IfthestudentsdonotunderstandthecultureofEnglish-speakingcountries，itisnotrespons：ibletosaythattheymasterEnglishintherealsense．Culturalawarenessisacognitiveactivity，throughwhichpeopleCanunderstandthe"!connotationofthecultureduringtheproc，essoflanguagelearningandinternalizeasapursuitofculturalemotion．NowadaysEnglishteachingmaterialsforhighschoolsarediverse，richandvivid，containinglargequantityofculturalfactorsandabundantideas．Insuchcase，teachersrealizetheimportanceofstudentsandarrangeteachingprocessaccordingtbthestudents’needsandguidethemtoexpress．theirOWl]ideasinEnglish．Mo·reover,teachersshouldcomparetheculturebetweenChineseandEnglishinthematerial．That’Stosay,theculturebetweenChineseandEnglishisanessentialfactor,whichinterferesEnglishgrammarlearningandteaching．Chinesealwaystalksomethingindetail，suchas：“doyouhavemeals?’’or“whereareyougoing?”．whichmakestheforeignersconfused．Withoutknowingculture，itisimpossibleforthestudentstohaveagoodunderstandingoflanguages．Solanguageshouldbeusednotonlycorrectlybutalsoproperly．Backgroundknowledgecouldbeaddedinorafterclass．StudentsshouldbeprovidedwimplentyofreadingmaterialsandgivenmoreexplanationtothevariousculturesindifferentEnglish—speakingcountries．WhenteachingstudentsanvolvingEnglishculture，teachersnotonlyCallintroducetothemdirectly,butalsotrytocreateopportunitiesasmanyaspossibletocontactwithcultureandletthestudentscommunicate1渐thothersbyclassroomactivities．Besides，teacherscouldpassontheculturalknowledgebymeansofholidays，whicharetheinterestingtopicstudentsareeagertotalkabdut．Networkresourcesandelectronicequipmentsareappliedrequisitelyinclasstorealizetherelevantbackgroundknowledge．Itispossible：forteacherstobroadcasttheimageclipsofthemainwaysincelebratingthefestivals，introduce、studentstheforeignhistoricaloriginandsocialcustoms，guidestudentstocomparethesimilaritiesanddifferencesbetweenChineseallldEnglishtraditionalfestivals．Forexample，whenChristmascomes，theChristmastree，stockingsandgiftboxesarepreparedinadvance1LoexaggerateEnglishclassroomatmosphere；whilethistimeteachersCanconductthepresentationaboutthelegendofSantaClaus，Christmassongsandpicturesthroughthemultime·：liateachingequipment，andthenstudentsareencouragedtomakeacomparisonbetweenLhmeseSpringFestivalandChristmas．In础iswaystudentshaveareallyintuitivesenseof：foreigncultureandtheirinterestshavebeenjraisedautomatically,whichreachthepurposesofapplyingwhattheyhavelearnedintopracticeandimprovetheircomprehensiveEnglishabilitiesintherealsense．一34 辽宁师范大学硕士学位论文6ConelusionItisacknowledgedthatEnglishgrammarteachingplaysasignificanceroleincultivatingthecomprehensiveabilitiesofstudents．WhileinfluencesoftheChinesenegativetransferonEnglishgrammarteachinghavebecomeanoncontroversialfact，wearereadytodrawsomeconclusionsbasedonthosenegativetransfers．Thispaperisundertheguidan。ceofthesecondlanguageacquisitiontheory,comparativeanalysis，erroranalysisandinterlanguagetheory，combinedwithteachingpracticeandtheresultsofgrammartestpaper．TheresearchfindsthatChinesenegativetransfernotonlydisplaysonthemorphological，lexicalandsyntacticallevels，butalsoreflectsonthewaysofthinkingandculturaldifferences．AlsothispaperclassifiestheerrorsOCCuronstudents’Englishgrammartestpaperonthemorphological，lexicalandsyntacticallevels，andanalyzesthecausesoftheseerrors．inline、viththedifferencesbetweenEnglishandChinese．WithregardtothestrengthoftheoriesandvariouserrorsanalysisthispapertriestofindsomebeneficialmethodstodecreaseorgetridoftheinfluencesofChinesenegativetransferonEnglishlearninganddrawssomeimplicationsfortheEnglishteachersintheirfuturecareer．InvirtueofChineseandEnglishbelongingtotwodifferentlanguagesystems，theyhaveplentyofdifferences，whichbringgreatdifficultyinlearningthetargetlanguageforthestudents．ItispointedthatstudentsareinclinedtobedependentonChinesewhentheydothegrammartestpaper,namelytheygetusedtopickuptheanswersaccordingtotheChineselogicalthinking，one-to—onecorre,；pondencetranslationratherthanpayingattentiontothepropertyofacertainword．AlsotheyignoreEnglishtense，passivevoice，sentencepatternsandmanygrammarrulerequirements．Besides，thispaperpointsthaterrorsincludingsubjectdeficiencyinthesentence，themisuseofthefunctionwordsarethecommonphenomenon．Agreatdealofinfluenceof‘Chinesenegativetransferinterfereinnumerousaspects，suchaseithermultipleverbsor’not：evenoneverbinonesentence，themisuseofthenonfiniteverbsandtheaffiliateconjunction，theconfusionaboutthecomplexsentences．Onaccountoferroranalysistheory,itisinevitableforthestudentsinseniorhighschooltomakemistakesfortheincessantprocessoflanguageaccumulation．Accordingly,teachersshouldtreattheinfluencesofChinesenegativetransferproperlythroughcollecting，classifying，andanalyzingtheerrorsthatappearedduringteachingontheirowninitiativepersistently．Moreover,itisunnecessary’tobeastickertotheformoflanguageteaching，andteachersshouldgivefullplaytothepositiveinitiativeintheirplans．Adjustingtheteachingcontentsandmethodsflexiblyinaccordancewithindividualsandsparingnoefforttoexplainthetypicalwrongexpressionswillbeaworthwhilemethodtomakethestudentsrealizethedifferencesonthemorphological，lexicalandsyntacticallevelsbetweentwolanguages，whichalsoconducetotakingshapethetargetlanguagethinkinggraduallyinordertogetridoftheinfluencesofChinesenegativetransferonEnglishgrammarteaching．Throughtheempiricalresearch，itprovesthatfacinguptotheChinesenegativetransfer,enlargingtheirlanguage35— AStudy7ontheChineseNegativeTransferinEnglishGrammarTeachinginHighSchoolinputasmanyaspossible，creatingtheauthenticteachingandlearningsituation，andenhancingstudents’culturalawarenessinthedailyteachingwilltakeeffecttoreduceandavoidtheerrorsinfluencedbytheChinesenegativetransfer,whicharealsothebeneficialimplicationsforteachersintheirfutureteaching．’I"herestillexistsomeproblemsinthisPaDerontheinfluenceabouttheChinesenegat卜vetransferinhighsch001．Firstly,thescopeoftheresearchisnotbigenoughtobeonbehalfofallthestudentsinhighschoolandthestatisticaldatamaynotbeaccurateinthattheauthorconducttheexperimentmyselfonlyintwoclasseswheresheteachesasapracticeteacher．Secondly,thecontentandformofthestatisticaldatamaybeoversimplified，merelycarryingthroughsimpledataanalysisduetothelimitationsoftheauthorandotherobjectiveconditions．TheauthorbelievesthatmoreerrorscausedbyChinesenegativetransferwillbefigured[outinthefurtherEnglishteachingpractice．Itisnecessarytoexpandthescopeoftheresearch，collectmoresamples，andtakethemeasuresofthedatastatisticsmorescientifically．Theauthorwillpaymuchattentiontothe1atestdevelopmentofthenegativetransferofthenativelanguage，combiningwiththeacademicstudyandapplyingthetheoryintopractice．ThustheinfluencesoftheChinesenegativetransferonEnglishgrammarteachingcanberesearc：hedin—depth．andwillbenefittheEnglishteachingpracticeeffectively．36 辽宁师范大学硕士学位论文．——————————————————一————————————————————————————————————一Refe}rences[1]Allwright，R．L．2003．ExploratoryPractice：rethinkingpractitionerresearchinlanguageteaching[J】．Language2爸口c^f聆gRgse口，℃办7：113·141[2]Bhela，B．1999．Nativelanguageinterferenceinlearningasecondlanguage：explanatorycasestudle5ofnativelanguageinterferencewithtargetlanguageusage[J】．InternationalEducationJournal(2)：25—32[3]Brown，H．D．2002．PrinciplestofLanguageLearningandTeaching[M]．Bering：ForeignLanguageTeachingandResearchPress．[43CarterR．&McCarthyM．2006．AComprehensiveGuideonSpokenandWrittenEnglishGrammarandUsage【M】．England：Cambl’idgeUniversityPress·t5]Corder,S．1967．Thesignificanceoflearners’errors[J]．InternationalReviewofAppliedLinguisticsV：161．169[6]Ellis，R．1985．SecondLanguageAcquisition【M】．Oxford：OxfordUniversityPress．[7]Ellis，R．1999．UnderstandingSe．condLanguageAcquisition【M】．Shanghai：ShanghaiForeignLanguageEducmionPress．[8]Ellis，R．2000．SecondLanguageAcquisition．【M】．Shanghai：ShanghaiForeignLanguageEducmionalPress．[9]Freeman，D．1976．Anexplanationforthemorphemeacquisitionorderofsecondlanguagelearners[J】．LanguageLearning，125-134．[10]Gass，S&Selinker,L．2001．SecondLanguageAcquisition．"AnIntroductoryCourse[M]．NewJersey：LawrenceErlbaumAssociates．[11]Hafiz，F&Tudon1989．Extensivereadingandthedevelopmentoflanguageskills[J]．ELTJournal，4．13．[12]Han，Z．2004．Fossilizationin．ddultSecondLanguageAcquisition【M]．Clevedon：MultilingualMattersLTD．[13]James，C．2001．ErrorsinLanguageLearningandUse：ExploringErrorAnalysis【M]Beijing：ForeignLanguageTeachingandResearchPress．[14]Joan，R2005．TheTranslator墨GuidetoChinglish【M】．Beijing：ForeignLanguageTeachingandResearchPress．[15]Kaplan，R．1996．CulturalThoughtPatternsinInterculturalEducmion[J]．LanguageLearning,(8)：409-420[16]Lado，R．1957．LinguisticsacrossCultures．’AppliedLinguisticsforLanguageTeachers[M】．Michigan：Universityof／vlichiganPress．[17]Lennon，R1991．Error：someproblemsofdefinition，identification,anddistinction【J]．AppliedLinguistics，12／2：96—180．[18]Littlewood，W．1990．Foreignan．厦SecondLanguageLearning[M]．Cambridge：CambridgeUniversityPress．[19]Mclaughlin，B．1987．TheoriesQ)CSecond-LanguageLearning【M]．London：EdwardArnold．[20]Odlin，T．1989．LanguageTr‘ansfer．"Cross—linguisticInfluenceinLanguageLearning[M】．Cambridge：CambridgeUniversityPress．[21]Richards，J．2001．ANon．-contrastiveApproachtOErrorAnalysis．IntheContextofLanguage一37～ ——一垒!!旦!Z!呈尘eChineseNegativeTransferinEnglishGrammarTeachinginHighSch001一一————————————————————————————————————————————————一一．：7罾aching[M]．Beijing：ForeignLanguageTeachingandResearchPress．[223Ri：ngbom，H．1978．Theinfluenceofthemothertongueonthetranslationoflexicalitems[J】．h2terlanguageStudiesBulletin，80—101．[23]Sefinker,L．1969．Languagetransfer[J]．GeneralLinguistics,9：67．92．[24]Sel!inker,L．1972．Interlanguage[J]．1n胞rnafionalReviewofAppliedLinguistics．(1o)：33．41[25]Tom，Scovel．2001．LearningNewLanguages[M]．Beijing：ForeignLanguageTeachingandResearchPress．[26]Richards，J．2000．LongmanDfcdonaryofLanguageTeachingandAppliedLinguistics[M】．Beijing：ForeignLanguageTeachingandResearchpress．[27]Ringbom，H．1987．TheRoleofthe硪"LanguageinForeignLanguageLearning[M】．Clevedon，Avon：MultilingualMatters．[287Zobal，H．1980．TheformalanddevelopmentselectivityofL1influenceonL2acquisition【J】．LanguageLearning(30)：43—57，64．[29]蔡基刚．2001．英汉写作对比研究[M]．上海：复旦大学出版社．[30]戴：讳栋，束定芳．1994．对比分析、错误分析和中介语研究中的若干问题一语言教学理论研究之二[J：l，上海外国语学报(5)：1-7．[3】．]方忠南．2005．汉英翻译中两类最常见错误及其产生原因[J]．湖南人文科技学院学报(1)：130—133．[32]郭纯洁，刘芳．1997．外语写作中母语影响的动态研究[J]．现代外语，(4)：32-40．[33]郭跃进．2008．高中英语新课程高效创新教学法[M]．武汉：武汉大学出版社．[34]束定芳，庄智象．2008．现代外语教学一理论、实践与方法(修订版)[M]．上海：上海外语教育出版社．[35]陶啸云．2006．母语迁移对中国学生英语写作的影响[D]．合肥：安徽大学外国语学院．[36]王蔷．2010．普通高中英语课程分析与实施策略[M]．北京：北京师范大学出版社．[37]王庆玲，张喜梅．2008．谈大学英语写作中的母语负迁移[J]．潍坊教育学院学报，(2)：84-85．[38]吴嫣．．2009．中学英语教学中例句运用对学生语言能力的影响[D]：[硕士论文]．上海：华东师范大!羟[39]徐景：亮．2002．思维模式对句法结构的影响[J]．常州技术师范学院学报，(2)：83-86．[40]许余：挖．2002．对比语言学[M]．上海：上海外语教育出版社．[41]俞理明．2004．语言迁移与二语习得：回顾、反思和研究[M]．上海：上海外语教育出版社．[42]张大均．1999．教育心理学[M]．北京：人民教育出版．[43]张德聪．1994．英语学习中母语转移引发的错误分析与对策[J]．汉中师院学报(4)：24-35．一38— 辽宁师范大学硕士学位论文AppendixA汉语负迁移对高中英语语法学习的影响各位同学，大家好!为了解汉语负迁移对高中生英语语法学习是否有影响、影响的程度有多大，以及怎样避免减少或避免汉语负迁移对学习的影响，需要大家认真完成这份调查问卷。此问卷目的在于分析高中生英语语法学习现存的问题，提出有针对性的解决策略，从而提高英语课堂上教师教学和学生的学习质量。此问卷统计结果完全用于教学研究，希望大家按照自身实际情况回答，谢谢11．你对汉语负迁移这个概念：有多深理解?A彳艮了解B．一般C．不了解2．学习英语过程中，母语对英语学习是否有负面因素的影响?A．有B．没有C．不知道3．学习英语时哪个方面受汉语负迁移影响最大?A．词汇B．语法C．词义4．受影响的原因是什么?A．汉语思维B．英汉两种语言差异c．语言环境5．英汉两种语言的差异越大越难学吗?A．是B．不是C．不一定6．英语学习关键要素是什么7A．词汇B．语法C．语感7．用英语表达时，你是否将中文意思先套用成英文然后在表达自己的观点?A．是B．否C．不一定8．做语法题时你是否受汉语思维影响，按照汉语习惯组织句子然后做题?A．是B．否C．不一定9．你认为老师用什么语言讲课效果最好?A．英语B．汉语C．英汉结合10．你喜欢那种教学方法?A．交际法B．合作教学法C．情景教学法‘ AStudyontheChineseNegativeTransferinEnglishGrammarTeachinginHighSchoolAppendixB大洼高中一年级英语单选前测试题时间30分钟满分100分班级1．HaveViviangotticketforthemovie?姓名A．theB．／C。anD．a2．TheSmithslikeplayingviolinwhiletheCruisesareinclinedtoplaybasketball．A．the；aB．the；／C．／；theD．a；／3．Weshouldkeepourwhenmeetingdifficulties．A．confidentB．confidenceC．confidencesD．confidante4．Aswea11know,Cansupporthumanbeingsforliving．A．tlhewaterB．waterC．watersD。watering5．Importantly,youshould—————。—一polite．A．iSB．areC．have6．YoUaxeunawareofhowhefinishedhistasksA．becauseofB．sinceC．because7．ItiSknownthatfriendsabook．A．】ike8．Thenews——A．coversD．beD．duehisheadache．B．are1ikeC．1ikenessD．resemblesmanyaspectsthatpeopleareconcemedwithrecently．B．refersC．reportD．improve9．WethinkOursuggestionisyourbestA．chooseB．choiceC．electD．select10．Water——at100℃，whichisthecoirln"lonsense．A．boilsB．iSboiledC．willboilD．isboiling11．Suddenlyeveryonebecamesilence．Itwasknownthatsomethingunexpected．A．ha．stakenplaceB．istakingplaceC．tookplaceD．hadtakenplace12．Whodoyouknow—————————，————．fortheunexpectedthing?A．toblameB．tobeblamedC．iStobeblamedD．iStoblame13．Thefishheboughtfromthemarketwilldieunlesstwiceaweek．A．fe,dB．feedingC．feedD．tofeed14．Whenwetravelonmycollege，somethingunforgettableattackA．floodingB．tofloodC．floodD．flooded15．Whentheconcertistobegin，everyoneA．colneB．comein16．一Hi．Mary．Whereismyprojectfiles?·—-—-——Sorry,IA．forgetthemusichall．C．enterD．enterintoitathome．B．forgotC．1eaveD．1eft17．ItisproventhatJohnwillA．tmaaB．change18．珈oyouknowhowtodealwiththe划O．Idon’t．ButEllahasA．comeupB．keptupwith19．ItisacknowledgedthatpeoplewhoA．am．B．iSinmymind．agoodmanager,SOweareinclinedtosupporthim．C．electD．makemathematicproblem?agoodidea．C．comeupwithD．putup谢thC．arepolitemustbenicepeople．40～D．be 辽宁师范大学硕士学位论文——————————————————————一———————————————————————————————————————————一20．Eitheryouoroneofthesecurityguards．．。．．．．．．．．．．．——A．areB．isC．havetoattendthemeeting．D．be21．ItisamoralprincipletohellL一——．A．needfriendsB．neededfriendsC．inneedfriendsD．friendsinneed22．Onlywhenwehaveconfidenceinourselves，——believellS．A．othersmustB．mustothersC．otherswillD．willothers23．Whichoneistrue?A．Ourclasshavemanydesksandchairs．B．InOUrclasshavemanydesksandchairs．C．TherehavemanydesksandchairsinOUrclass．D．Therearemanydesksandchairsinourclass．24．卅ecannotbehelpingtheoldmantotakethemassage，iShe?A．No，heis25．——twice，theA．BeingignoredB．No，heisn’tC．No，hewas．D．No，hewasn’tflowersLucygavemebegantowither,whichmademefeelverysad．B．ignoredC．HavingignoredD．Tobeignored41— AppendixC大洼高中一年级英语单选后测试题时间30分钟满分100分班级1．——一computeriswell—knownmethodofcommunication．A．／；aB．the；aC．the；／D．a；the2．————一——peopleisourworkprinciple．A．ServingforB．Serving3．SomethingiswrongwithJimmy’Stooth，姓名C．GivingserviceD．Serveandhewillseewomentomorrow．A．doctorB．doctorsC．teacherD．engineers4．HOWmuchthecakesmelledwiththestrawberry!A．goodB．betterC．bestD．well5．AlthoughMikedidnotknowTomwell，hefoundTom’ShousebuildingA．enougheasilyB．easilyenoughC．enougheasyD．easyenough6．Theexamisdifficultthesecondquestion．A．exceptB．exceptforC．butD．beside7．LittleTom，youhavetoyourmannersatyouruncle’Shomeor1won’ttakeyouthere．A．watch8．1wassodelightedmuscum．B．mindC．careD．noticeIreceivedaninvitationfrommyuncletovisittheIntemationalA．wlhereB．that9．Irealizeit’Snotyourmistake，ago．C．why—butthehotelD．whentokeeponeroomformetwodaysA．undertakesB．hasundertakenC．undertookD．hadundertaken10．IttimeforUStohaveaconversation．ArepeoplesatisfiedwiththeconclusionsA．makingB．makeC．madeD．tobemade11．Notonly9inacharityorganization，butalsohetaughtpoorstudentsfreeofchargeonweekends．A．didheworkedB．heworkedC．didheworkD．heworks12．ComputersaremadeuseofmaintainingthemachineA．beingrunB．runC．tofurl13．Man37rareplantshaveentirelybeendestroyed，neverA．“)beseenB．beingseenC．seen14．ThehotelpromisesthatitsroomsarecomfortabletoA．1ireB．1iveinC．1iveinthem15．Hechangedmistake．A．asthesurroundingsB．whenitgotworseD．runningagain．D．havingbeenseenD．staywhenherealizedhehadmadeaC．beforeD．until16．——DidMaryfinishthedifficulttasksthatherteachergaveher?一Y-es．Eventheteacherdidn’tbelieveshecouldA．workB．finishC．get17．Either"．youoroneofthesecurityguardsA．areB．isC．have——42——lt．D．maketoenterthehall．·D．be 辽宁师范大学硕士学位论文—————————————————————一———————————————————————————————————————————一18．TheoldinfoIrmationiSdeletedto——newone．A．supplywithB．makeuseofC。makeroomforD．taketheplaceof19．Thedaytheylivetogetherinthehometownremindsherthehappydays·A．inB。ofC．forD．With20．Onewho——hisorhe．row／1ideawouldappealtomuchmoreattention·A．hasB．haveC．iSD．are21．Weshould．A．frequentlvkeepintouch01337friendsB．keepintouchourfriendsfrequentlyc．fIre6uentl多keepintouchwithourfriendsD．keepintouchwithourfriendsfrequently22．thetasksintime，thestuffhavetoworkovertime．A．CompetingB．HavingcompletedC．TohavecompletedD．Tocomplete23Justnowtheclasswassilence．Theneverywherewhenthebellrang．A．noisehadcomeB．camenoiseC．noisewouldcomeD．didnoisecome24。IknowpartsofyoucompleteModule2．——一youcarlgoontoModule3·A．IfyoumayB。IfyoudoC．IfnotD．Ifso25．A1thought11epostman、wasbittenthreetimesbymydog，．．hestilltookhisresponsibilitytodelivermyletters．A．硫B．sinceC．becauseD．／一43— AcknowledgementsDuringthewholeprocessofmythesiswriting，Ihavegotmuchencouragementandsupportfrommanyaspects。Firstly,IfeelgratefultomyrespectablesupervisorWangHongyan，whoguidesmetoselectflaetopic，correctmythesis，andprovidemeforsomeinsightfulinstructionsthroughavarietyofdifficulties．Secondly,1wouldliketoshowsincerelythankstoalltheteacherswhoteachmeduringmyunfotrgettabletwoyearswhenIamapostgraduatestudent．Theybroadenmymindandletmeunde；rstandthesignificancesofbeingacriticalthinkertodealwiththepracticalproblems．Alsomycolleaguesoffermeadviceandbeneficialinformation。Thirdly,specialthanksaregiventomystudentsbothintheexperimentalclassandcontrastclass．Itwastheirpreciseattitudetowardsmysurveysandmyexperimentthatmadeitpossibleformetocollectthenecessaryandtruthfuldata．Fina．1ly．thanksformyfamliyandallpeoplewholoveandsupportme．一44—