关于高职英语语法教学中语言迁移理论应用研究 64页

中文摘要摘要本文对厦门兴才职业技术学院的商务英语专业二年级的两个班级进行调查研究。作者把这两个班分为一个实验班和一个控制班。实验班用语言迁移理论指导英语语法教学，常进行汉语和英语语法对比进行教学，老师常用汉语授课。而控制班采用常规教学方法，老师上课用全英文授课，上课从不使用汉语。收集数据的途径主要包括客观的前测和后测成绩和调查问卷及访谈。数据分析表明，实验班的学生在英语语法学习方面比控制班学生提高幅度大，控制班学生仍受母语干扰，英语语法学习停滞不前。本文是关于高职英语语法教学中语言迁移理论应用的一次实验性研究。结论是运用语言迁移理论及英汉对比教学为基础的教学模式，对帮助学生提高英语语法及教师改进语法教学有重要的作用。作者希望本研究对促进高职语法学习及教学有所帮助，对今后进一步研究语言迁移有所启发。关键词：迁移理论：语法错误：教学策略 英文摘要ABSTRACTThisstudywasbasedontwoclassesfromXiamenXingcaiVocationalandTechnicalCollege．TheywerebothsophomoresmajoringinbusinessEnglish．Intheexperimentalclass(Class1)，language·transfer-orientedmethodWasappliedandtheteacherspokeChinesewhenneeded，usingthecontrastiveteachingmethod；whereasinthecontrolclass(class2)，thetraditionalteachingmethodWasusedandtheteacherspokeEnglishfromthebeginningtotheendinEnglishgrammarteaching．Datacollectioninvolvedbothscoresofpre—testandpost-test，questionnaires，surveysandinterviews．TheresultsofresearchrevealthattheEnglishgrammarlevelofthestudentsintheexperimentalclassWasimprovedrapidlywhilethestudentsinthecontrolclasshadmuchdifficultyinleamingEnglishgrammar,andthephenomenonofnegativelanguagetransferinthecontrolclassWasnotimproved．ThestudyisonlyanattempttoexploretheapplicationoftransfertheorytoEnglishgrammarteachingonEnglishmajorsinhighervocationalcollege．Thestudyshowsmatlanguage-transfer-theory-orientedteachingmodelandChineseandEnglishcontrastivemethodareofgreatimportanceindevelopinghighervocationalcollegeEnglishgrammarstudyandteaching．ItisexpectedthatthisresearchwillshedlightongrammarlearningandteachinginhighervocationalcollegesandfuturestudyaboutlanguagetransferKeyWords：TransferTheory；GrammarMistakes；Teachingstrategies Listof乃6lesofTablesT{lble2．1DifferentTypesofTransfer⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·6T{lble4．1ResultsofStudents’Questionnaire⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯-21R如le4．2ComponentsoftheWritingTestinthePre—testandPost．test⋯⋯⋯⋯·23T{lble4．3ResultsofPre．test⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯··23Table4．4CriteriaforEvaluationoftheWritingT"est⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯24T{小le4．5OverallAnalysisofGrammarErrorsofPre-test⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯24T{lble4．6GrammarErrorsofPre．test⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯”25T{lble4．7DiversityofPre-test⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯”27T{lble4．8ErrorsOccurredintheInvertedSentencesofPre-test⋯⋯⋯⋯⋯⋯⋯⋯29Table4．9ErrorsOccurredintheComplexSentencesofPre-test⋯⋯⋯⋯⋯⋯⋯一31Table4．10ComparisonofPartsofSpeechinEnglishandChinese⋯⋯⋯⋯⋯⋯·35Table4．11Post-testResults⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯44T百ble4．12GrannnarErrorsofPost．test⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯一451Ⅻble4．13DiversityofPost-test⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯⋯·47 ListofAbbreviationsL1L2MTSLAFLASLLetc．ofAbbreviationsFirstLanguageSecondLanguageMotherTongueSecondLanguageAcquisitionForeignLanguageAcquisitionSecondLanguageLearnerEtCetera OntheApplicationofLanguageTransferTheorytoHigherVocationalCollegeEnglishGrammarTeachingChapter1Introduction1．1ResearchBackgroundInthelastseveralyears，littleimportancehasbeenattachedtoChinesegrammarlearninginChineselessonsinmiddleschools．Asaresult，middleschoolEnglishteachersaswellascollegeEnglishteachersfindthatitismuchhardertoteachEnglishgrammarthanbefore．EssentialteachingandpracticeofChinesegrammarisnotenoughforChinesestudents，SOthegrammarbasisofthestudentsisnotgoodenough．ThusChinesegrammarknowledgedoesnothelpinEnglishgrammarstudyandCallnotbringthepositiveeffecteither．Thestudentsbecomemoreandmoreconfusedinstead．Graduallythestudentshavenodesireinlearninggrammar,andtheirEnglishlevelbecomesworseandworse．SuchphenomenonisofnobenefitforEnglishlearningandteaching．Inthepast，moreandmoreexpertsinsistedthatEnglishteachersshouldspeakEnglishallthetimeinEnglishclassinordertoavoidthenegativeeffectofChineseandcreateanEnglishspeakingandlearningatmosphere．ThereforesometeachersalwaysconcentrateonshowingtlleirfluentspokenEnglish,especiallyincollegeEnglishclasseventhoughwhattheysaidCannotbeunderstoodbythestudents．Furthermore，ingrammarteaching，someteachersspeakEnglishfromthebeginningtotheend．ChinesehasneverbeenusedandthegrammaticalcomparisonbetweenChineseandEnglishisnotnecessaryintheirpointofview．Althoughtheteacherandthestudentshavetriedtheirbest，thestudentscallnotfindthedifferencesandsimilaritiesbetweenthesetwolanguages，whichresultsinakindofnegativelanguagetransfer．InthefieldofSecondLanguageAcquisition,linguistsandpsychologistsfoundthatmotherlanguagehadagreatinfluenceontheacquisitionoftargetlanguage．TheeffectoffirstlanguageonSLAisoftencalledlanguagetransfer．Fromthe1940sand1950speopleintheUnitedStatesbegantostudylanguagetransfer．Ladooncestatedinl957,"Inlearningasecondlanguage，it’Seasierforustolearnthosethatalesimilartoourmothertonguethanthosearedifferentfromit．’’Fromthenonconstantprogressinvolvingdifferentaspectshasbeenachievedinthestudyoflanguagetransfer．SofarlinguistssuchasEllis，Odlinhaveconductedsubstantialstudiesabout languagetransferindifferentaspects．Indomesticandinternationalstudy,languageresearchersinmanyfieldshavedonemanystudiesaboutlanguagesofthesameorigin，(suchas，FrenchtransferonEnglish，EnglishtransferonFrench)．However,therearenotSOmanyresearchesdoneaboutChineseeffectonEnglish．Althoughinrecentyears，attentionhasbeenturnedtotheChinesemothertongueeffectonEnglishinChinaandtheymainlyfocusedonthepositivetransfer,suchasAStudyOnthePositiveTransfe，onWritingbyWangLi衔andWenQiufang．Andsomeotherresearchesintermsofphonology,lexicon,readingandwritinghavebeendone．HoweverthereisnotSOmuchstudyontheapplicationoftransfertheorytogrammarlearningandteaching．Sothepresentstudyattemptstofillinthosegaps．1．2Research0bjectivesandSignificanceItispropertosaythatEnglishisaninternationalbecauseithasbeenusedbymostofthenationsintheworld．ItistruethatifweknowEnglishwell，wecancommunicatewithforeignersanddobusinesswithothercountriesintheworld．Thiswillenableustoincrease0111"internationalgoodwillandunderstanding．Fromtheabovestatement，wecarlbeproudthatEnglishplaysasignificantroleinourmodemworld．Forhighervocationalcollegestudents，itisnecessarytolearnEnglishwellSOmeyCallgetbetterjobsandservethesocietybetteraftergraduation．LearningEnglishwellisanurgenttaskforhighervocationalcollegestudents，especiallyforthoseEnglishmajors．AndEnglishgrammarplaysanimportantroleinEnglishlearning．HighervocationalcollegestudentshavenotachievedasmuchprogressaSexpectedalthoughbothteachersandstudentshavetriedtheirbesttostudyEnglishgrammarforyears．OneofthereasonsisthatstudentsandteachershaveneglectedtheimportanceofChinesegrammaticalknowledge．AndtheydidnottaketheEnglishandChinesecontrastivemethod，thusnegativetransferisstillsevereintheirEnglishgrammarlearning．Nevertheless，fewexperimentalstudieshavebeendoneabouttheapplicationoftransfertheorytohighervocationalcollegeEnglishgrammarlearningandteachinguptillnow．Sothestudyofmypaperwillfocusonthefollowingtwotasks．ThefirstoneisonhowtoreducethenegativetransferofthenativeandapplypositivetransfertohighervocationalcollegeEnglishgrammarlearningandteaching．Thesecondoneis2 OntheApplicationofLanguageTransferTheorytoHigherVocationalCollegeEnglishGrammarTeachingtotestwhetherthelanguagetransfertheoryhelpsinhighervocationalcollegeEnglishgrammarlearningandteachingbyexperiment，questionnairesandinterviews．Thestudyitselfissignificantandnecessary．Withtheauthenticdatacollectedintheexperiment，interviewsandquestionnaires，weaimtoanalyzehowtoapplytransfertheorytoEnglishgrammarlearningandteachinginHigherVocationalCollege．Thespecificresearchquestionstobeaddressedinthisresearcharelistedasfollows：乱WhatarethedifferencesandsimilaritiesbetweenChinesegrammarandEnglishgrammar?b．HowmuchdoesChinesegrammarknowledgeaffecthighervocationalcollegeEnglishgrammarlearningandteaching?C．DoesthelanguagetransfertheoryhelpinhighervocationalcollegeEnglishgrammarlearningandteaching?d．HowtopracticecontrastiveteachingmethodinhighervocationalcollegeEnglishgrammarlearningandteaching?It’sexpectedthattheresultsofthisstudywillpromotenotonlytheteacherswhoareteachinghighervocationalcollegeEnglishgrammarbutalsohighervocationalcollegestudentswhoarelearningEnglishgrammar．1．3LayoutofthePresentStudyTheorganizationofthisthesisgoesasfollows：Chapter1isthegeneralintroduction．Thispart，asisalreadyshown,introducestheresearchbackground，researchobjectivesandsignificanceofthepresentstudy．Chapter2istheliteraturereview．Itproposestheframeworkforthepresentstudy,bothmethodologicallyandtheoretically．Thenitisfollowedbyasurveyofthestateoflanguagetransferstudyathomeandabroad．Chapter3isdevotedtoresearchmethodology．Herethedatasource,researchmethods，toolsanddataprocessingproceduresaredescribed．Chapter4isthecoreofthethesis．Inthispart，resultsconcerningthecontrastiveteachingmethodalepresented．Andthenmeyarefollowedbydiscussionsinthelightofthefourresearchquestions．3 Chapter1Introduction5reportsthefindingsofthepresentstudy,andthenpointsoutthelimitations．4 OntheApplicationofLanguageTransferTheorytoHigherVocationalCollegeEnglishGrammarTeachingChapter2LiteratureReview2．1LanguageTransferTheory‘"Transfer"’isoriginallyabasicconceptinpsychology．Inpsychology,itreferstothephenomenonthatspeakersorwritersapplytheirpreviousknowledgeorexperiencetotlleirsubsequentlearningortrainingbehaviors．Andthisconcepthasgreatinfluenceontheformationoftheconcept‘"languagetransfer"’onpsycholo百calbasis．Thenotionof“languagetransfer"’，atitsbirth,WascloselyrelatedtothebehavioristtheoriesraisedbyLadoinCross—culturalLinguistics(1957)．Linguistictransferisacontroversialprobleminlanguageteachingandlearning．Thestudyaboutlanguagetransferdatesbackto1940s．Manylinguistshavedealtwiththeroleoflanguagetransferanditsimportance．Theyassumethatlearnerstendtotransferthecharacteristicsoftheirfirstlanguageandculturesintothesecondlanguagesandculturesthattheyarelearning．Linguistshavemadeconsiderableprogressintransfertheory．TheybelievethatFLAisinfluencedbythelearners’mothertonguestronglyTheywilluseⅡleirnativelanguageunconsciouslywhenlearnersstudyasecondlanguage．ThelearnershavelearntmeirmothertongueformanyyearsbeforetheylearnL2．Themothertonguewillrootintheirmindsforeverandaffectmeirlearningotherlanguage．Thisiscalledlanguagetransfer．Theusageoflanguagetransferhasledtodifferentideasforyears，SOdefiningthetermtransferinFLAisalwaysacomplexproblem．Thedefinitionvariesamonglinguists．0’MalleyandChamot(2001)definetransferas‘"theapplicationofpreviouslinguisticorpriorskillstofacilitatecomprehensionorproduction．”FromⅡleirdefinitionwecanconcludethatL1knowledgeandtransferareconsideredhelpfultobeaerunderstandaforeignlanguageandL1playsmoreofapositiverolethananegativerole．FarchandKasper(2001)describetransferas‘"thecoursebywhichL2learnersactivateL1knowledgeindevelopingorusingtheirinterlanguage，andFarchandKasperemphasizedthattheprocessmayeitherpromote(positivetransl．)ordetract(negativetransfer)fromlearning．’’Odlin(1999)givesusthecurrentpopulardefinitionoftheterm，‘"Transferisthe5 Chapter2LiteratureReviewinfluenceresultingfromthesimilaritiesandthedifferencesbetweenthetargetlanguageandanyotherlanguagethathasbeenpreviously(andperhapsimperfectly)acquired．”2．2TheClassificafionsofTransferLanguagetransferisusuallycalledL1interference,orlinguisticinterference，whichimpliestheapplicationfromnativelanguagetothesecondlanguage．Therearedifferenttypesofcategoriesbasedfromdifferentangles．Thefollowingtablepresentsdifferentkindsoftransfer,asadaptedfromSchunk(2004，P．220)．Table2．1DifferentTypesofTransfer(FromSchunk2004．P．220)．TypeCharacteristicsNearOverlapbetweensituations，originalandtransfercontextsaresimilar．FarLittleoverlapbetweensituations，originalandtransfersettingsaredissimilar．PositiveWhatislearnedinonecontextenhanceslearninginadifferentsetting．(+)NegativeWhatislearnedinonecontexthindersordelayslearninginadifferentsetting．(+)VerticalKnowledgeofaprevioustopicisessentialtoacquirenewknowledge．”)HorizontalKnowledgeofaprevioustopicisnotessentialbuthdp如ltolearnanewtopic．㈩LiteralIntactknowledgetransferstonewtask．FiguralUsesomeaspectofgeneralknowledgetothinkorlearnaboutaproblem．LowRoadTransferofwell-establishedskillsinalmostautomaticfashion．HighRoadTransferinvolvesabstractionSOconsciousformulationsofconnectionsbetweencontexts．HighAbstractingsituationsfromalearningcontexttoapotentialtransfercontext．Ro狮orwardReachingHighAbstractinginthetransfercontextfeaturesofaprevioussituationwherenewskillsRoad／Backwandknowledgewerelearned．ardReaching6 ontheApplicationofLanguageTransferTheorytOHigherVocationalCollegeEnglishCrrammarTeaching(+)fromCreeandMacaulay,(2000)．(++)fromOrmrod(2004)．Accordingtotheessenceperspective，especiallytheinfluencethesecondlanguagelearning，languagetransferisoftenclassifiedintopositivelanguagetransferandnegativelanguagetransfer．2．2．1PositiveTransferSupposethefirstlanguageplaysthepositivepartorhelpsthesecondlanguagelearning，theeffectwillbepositive，whichiscalledpositivelanguagetransfer．WhenthelearnersbegintolearntheSL，itisdifficultforthemtolearnortheteacherstoteachthesecondlanguage，SOteachersshouldoftenusethefirstlanguage．Forexample，thefirstlanguageCanbeemployedtogivelecturesortoexplaindifficultgrammarpointsatthebeginningofsecondlanguagelearning．Iftheteachersinsistusingthesecondlanguagetoexplainorgivelectures，thelanguagelearnerswillhavemanydifficultiestounderstandthelectures，becausethestudents，knowledgeaboutsecondlanguageistoolimitedtounderstandthedifficultprofessionalterms．Positivetransferfocusesthebeneficialeffectsofpreviousexperiencecurrentthinkingandaction．Examplesofpositivetransferare：1．Theknowledgeandskillsconnectedtoschoolmathematicspromotesthelearningofstatisticalcomputation．2．Theknowledgeandskillsgot、析廿lregardtoadditionandsubtractioninma_t11锄aticsin删．吼a9school,mayhelpachildacquireknowledgeandskillsconcemingmultiplicationanddivision．3．Thosewhohavelearntplaybadmintonmayeasiertolearnplaypingpong(tabletennis)．2．2．2NegativeTransferNegativetransferreferstotheimpedingofcurrentlearningandthinkingowingtotheapplicationofnon-adaptiveorunsuitableinformationorbehavior．So，negativetransferisakindofinterferenceeffectofpriorknowledgecausingaslow-downinleamingorsolvingofanewassignmentwhencomparedtotheperformanceofahypotheticalcontrolgroupwithoutanyrespectivepreviousexperience．Itisessentialtoknowthatthepositiveandnegativeeffectsoftransferarenotmutuallyincompatibleandthereforereal·lifetransfereffectsarelikelytobeamixtureofboth．Tosomedegree，eventhoughnegativetransfermaynotfacilitatesecondlanguagelearning，fromanotherperspective,wemayusethenegativelanguageand7 Chapter2LiteratureRenewtransferitintopositivelanguagetransfer．2．3AReviewoftheTransferStudiesinChinaandAbroadInthe1940sand1950s，Americanlinguistsbeganthestudiesoflanguagetransfer．CharlesFries，RobertLadoandotherresearchersledtothepresentresearches．Lotsofresearchersandscholarshavemadelanguagetransferstudyfromdifferentperspectives．Collection,papersandbookswerepublishedincludingLinguisticsAcrossCulture(Lado，1957)，TheTransferofLeaming(Elks，1965)，LanguageTransfer(Selinker,1969)，VerificationofLanguageTransfer(Ard，J．＆Hamburg,T，1983)，ARolefortheMotherTongue(Corder,1983)，UnderstandingSecondLanguageAcquisition(El1is，1985)，TheRoleoftheFkstLanguageinForeignLanguageLearning(Ringbom，1987)，Cross—LinguisticInfluenceinSecondLanguageAcquisition(Kellerman&Sharwood，1986)，TransferinLanguageProduction(Dechert&Raupach，1989)，Languagetransfer(Odlin,1989)，PerspectivesonLanguageTransfer(Faereh&Kasper,1987)，PragmaticTransfer(Kasper,1992)，LanguageTransferinLanguageLearning(Gass，s．&Selinker,L．，1993)，LanguageTransferandtheAcquisitionofPronouns(Gundel＆Tarone，1993)，ANewAccountofLanguageTransfer(Schacher,1994)，TheStudyofSecondLanguageAcquisiton(Ellis，1994)andTransferenceandInterference(Gass，1996)，etc．AsEnglishisaforei弘languageinChina,focusonhowtoteachandlearnfi：omgrammaticalanalysisledtoresearchesoflinguisticandnon-linguisticcontrastingwhichnearly1000articlesissuedsince1949(Li，1996)．ManyChineselearnersofEnglishmademanyresearcheswhichencounteredata．1llinguisticlevels，suchasphonetic，lexical，semanticandsyntactic．’Withregardtophonmics，Gui(1978)madecomparisonsofthedifferencesbetweenChineseandEnglishintermsofphoneme，tone，intonation,rhythm，andjuncture．Fan(1982)comparedthesoundsystemsofthetwolanguages．Jin(1986)consideredtheinterlingualphoneticfeaturesoftheChineselearners．Chen(1987)emphasizedthesoundpitchdifferencesofthetwolanguages．Wang(1990)madeanexperimenttofindthatfluctuationsplayedamajorroleindistinguishingEnglishandChineseapart：Englishisprominence-relatedwhileChinesetone—determined．Gong(1991)discoveredtheinterlingualstatusofthelearnersconcerningChineseinfluenceinEnglishintonation．TheirstudiesarebasedOilpossibleChinesetransfersinlearning8 OntheApplicationofLanguageTransferTheorytoHigherVocationalCollegeEnglishGrammarTeachingEnglishasaFL．thelexicallevel，Wang(1990)focusedonthedifferencesbetweenChineseandEnglishinnumerals．Jin(1992)lookedintothediscrepanciesbetweenthetwolanguageswhenusingthereflexivepronoun‘self"．Shao(1994)illustratedthedifferencesbyfocusingonthecolortermsinthetwolanguages．ThenadetailedlistofwordsinthetwolanguageswerecomparedandcontrastedbyZhang(1994)wholookedintothedifferencesintermsofthedistributionofpartsofspeech，ratioofequivalents，andculture-loadedmeanings．AllthesecouldbeoriginsofChinese-basedtransfers．Intermsofsemanticdifferences，Li(1988)consideredmotivationasthefactorforsemanticdifferencesbetweenEnglishandChinese．Gao(1993)specificallyexaminedthechangeofmeaningintwowords，‘‘comrade’’and‘‘individualism"’andpointedoutthatthereWasalinkbetweenthechangeofmeaningandsocialandculturalchanges．Basedonthesemanticfieldtheory,Jia(1994)consideredthekinshiptermsinEnglishandChinese．SyntacticcomparisonsandcontrastsincludeChen(1985)，Tang(1990)，Ge(1991)，Liu(1992)，Ding(1993)，Jin(1991)andChen(1992)．Chen(1985)reportedthatnegationinChineseandEnglishweredifferentinlogicalmeaning，atthelevelofphraseandsentence．Tang(1990)lookedatthedifferencesintermsofprinciplesandparameters．Ge(1991)pointedoutthatChineseWasdifferentfromEnglishalsoinsentencegroupandsequenceofsentences．Ding(1993)illustratedtheChinese—Englishdifferencesinthesubjectofasentence．BothJin(1991)andChen(1992)displayedtheinfluencesofChinesetopic-prominencestructuresinthelearners’English．Oatey(1988)outlinedsomeofthedifferencesandtransfersofgreetingformulasbyChinesestudentsintoEnglish．Ouyang(1988)citedalistofexamplesleadingtobreakdownsinChinese-Englishcommunication．Maley(1988)illustratedmisunderstandingsduetoChinese-Englishdifferences．Deng&Liu(1988；1991)treatedlinguisticandculturaldifferencesbetweenChineseandEnglishatbook—length．ThedeeplyrootedChineseinfluencehasalsobeennotedinHo’S(1983)discussionofSingaporeanEnglish．Ho(1993)lookedbackontheuseofBEinhistory,conductedanexperimentofrecordingof100educatedSingaporeans，categorizedtheusesofBE，andconcludedthatinfluenceofChinesecamefromthephilosophybehindtheuse．9 Chapter2LiteratureReviewSignificanceinrealizingculturaldifferencesinlanguagelearningwasattemptedinPaulston(1988)．Inaddition，Qin(1988)arguedthatinbothteachingandlearning,differenceofculturesshouldbekeptinmind．Xu(1988)addressedtheissuebycitingwordswithculturalinterpretations．TomakeChineselearnersawareofculturaldifferences，thatwaswhatHu’S(1988)effortwasallaboutineditingareaderoninterculturalcommunication．ThusChinese-basedinfluenceswereevidentinthelearners’interlanguageofEnglishatthelevelofphonetics(RongPei，1991)，morphology(RongPei，1991；Li，1993)，semantics(Zhang,1994)，syntax(RongPei，1991；Li，1993)，anddiscoursepatterns(RongPei，1991；Cheng,1991；Li，1993)．ThatiswhyitWasarguedthattheexistenceofChinglishisbutafact(Xie，1995；Wan，1994；RongPei，1991；Li，1993)．ThoughCheng(1982)hadanearlydiscussiononthis，yettheissueremainscontroversial．RelatedpragmaticanalysesofChineselearner’Stransfersbeganfromidentifyingevidences．Focusingonboththelinguisticandpragmaticaspectsofthelearner’Slanguage，Zhang(1994)hascitedsomeofthefrequentlyencounteredexamplesandsituationsthatChinesestudentswouldmisusetheirTLofEnglish．Ratherinclinedtothepragmaticaspect，Xia(1995)analyzeddozensofsituationsinwhichtheChinesestudentsfailedtocommunicateeffectively．Zhao(1996)madeanelaboratecomparisonbetweenChineseandEnglishindexicalsofpronouns．ChineseinfluenceonspeechactrealizationsinEnglishandeffectsofpragmaticfailureincross—culturalcommtmicationwereconducted．Zuo(1988)，Chen(1992)andLi(1992)，haverespectivelylookedintohownativespeakerstoleratedChinese-basedinfluences．Duan(1986)andHe(1991；1992)hadrespectivelyexaminedthepragmaticfailuresbyChineselearnersandhownativespeakersassessedthesefailures．HereportedthatnativespeakersusuallygavemuchempathyindeviatedformsbyChineselearners．Yu(1995)comparedhowrequestsandsuggestionsweremadebyChineseandtheBritishandconcludedthatChinese-basedinfluencedwereshownintheverbosityanddirectnessinmeirspeech．LiteraturerevealsthatstudiesontransferinChinacoincidedwithinternationalsurveysintheSLAresearchfield．AnditCanbeshowedfromthetopicsoccupiedunderconsideration．Moreover,pragmatics—relatedstudieswerenotasmuchasthose10 on恤删c椭。n肌觥eTms向姗toHi如V0cati砌吵geEn舭蝴盯studies．practicaltal咄arenceded·A1argenumberofofhigllih曲erervoedcauctio批nalncomlleclgeliIlsha．avAenuspmrubnergupand．they洲ha，v．eaveryla⋯rgep⋯arto洲fthve⋯share；：盖翼‘：=：：=姗，or僦or而ddlegraduates，mn翟竺：譬篙=eisn。aHllil如gng[VvU。％洲ttu叽t*od-*colle。geiftheyhaveno“chan删ce：二=：；嚣：蔷=基舭向studentscannotuse勘班出御融y吖饥：=：：：：：三=三岫，sixyearsormore．Onthelevelof舳Englis洲hgr=篓1嚣=磊一二and⋯they，alw⋯ays沁m北ake⋯mis蛾take协s==1兰箸二三：函t札絮缸竺础“螂age胁===1=。三二协忑wtlichgetsstudentsconfusedand∞duccsStuQeI鹏锄u工∞1”“1⋯⋯i菇，篓三r椰esul删tsin幽stu—denmts引"poorknowledgeofgr．amm—ar鸺．H印oew出ev勘er,渺inhi觚ghereachingclass,manyteacher一删烈kse唧mi=二哪⋯妙c删眈舭二三二。sph弧thebeginningtotheend=芝二=：善=：==maoUnfortunatelyduetotheirp00r一吨∞m蟛掣乏f=五忑e—w．hatth．ei，rteachers"sayandcannotgr伽aspp撕thesoknno㈣wledgde，：==trans缸蝴rythdo110ttakeeEnglishandChinesecc’mpanson1‘lculuu’1lul”1“16””a一．．_．te二g。f≤班出蓼锄一：=：。l∞ots咖onf蚰res吖ea小rchees∞ond咖negmativ砌elvan哪gumaegse．t。r．ansferinEnglishgrammar1删嚣a呦tio甜nmo培flann刖gu叫age∞tr“ans“fer“。theorytoEnglishfHoweVerewresearchersfocusontheappllc1l Chapter2LiteratureReview2．5AReviewoftheStudyofGrammarTeachingintheGuidanceofLanguageTransferinChinaFrom1949tothelate1960s，grammartranslationmethodwasappliedinChinesefbrci盟languageteaching,whichfocusedonexplainingthegrammarrules．ThecommunicativemethodinlanguageteachingwasintroducedtoChinainthemiddleof1970s．Sinceinthe1980s，grammarteachinginChinahasbeenneglected．Manyteachersbelievedthatstudentscouldpickupnewlanguagestructuresthroughpracticeanduse．Inthemeantime，alargenumberofworksandresearcheswereinvolvedwimcommunicativemethod．However,theenvironmentoflearningfIorei印languageinChinaisSOpoorthatitisdifficultforSLLtoachievegrammaticalcompetenceonlybymeansofcommunicationandinteraction．Eversincethe1990s，manyresearchershavepaidmuchmoreattentiontogrammarteaching．ZhouYanping’S(1991)findingsreportthatspecificgrammarguidanceismorehelpfulthanimplicitguidance．PanHuanhaiandLiXueping(1987)introducecontemporarygrammar．ShenXiaonan(2001)describesafewgrammarteachingstrategiesinseniorhighschools．Andthewriterofthenewly-publishedEnglishCoursestandardfo，．HighSchool(2003)recommendsthatlanguageteachersshouldunderstandthepurposeofgrammarteachingandadjustthegrammarteachingmethod．Grammarteachinghasbeenpaidmuchattentiontointhecurrentsituation．HoweverwecanoftenseesuchconlnlonphenomenonasamechanicalmethodisadoptedinEnglishgrammarteaching．FirsttheylistaseriesoflanguagepointsonebyoneontheblackboardorthroughPowerPoint．Secondtheyexplainthemwithoutanycontexts．Andthestudentsareaskedtolearnthoseitemsmechanically．SuchkindofteachingisSOboringthatfewstudentsshowinterestingrammarlearning,nottomentionacquiringgrammarknowledge．WeCaneasilyfindthatdiscussionsongrammarteachingfocusonhowtoteachbutnotwhethertoteachfromSOmanyopinionsaboutgrammarteachingathomeandabroad．AccordinglyitissuggestedthatanefficientEnglishgrammarteachingmethodshouldbefoundoutforEnglishteachersandlearners．Odlin(1989)indicatedthatitWasthedifferencesandsimilaritiesbetweentheSLandnativelanguagethatlanguagetransferoccurred．Researchesoflanguagetransfer12 OntheApplicationofLanguageTransferTheorytOHigherVocationalCollegeEnglishC_rralilmarTeachinghaveexperiencedthreestagesinthepast．Inthe1950sand1960s，thepredominantbehavioristlearningtheoryappeared．InthisperiodlanguagetransferplayedanimportantpartinSLA．Thesecondstagewasfromtheendof1960sto1970s．Manylinguistshavedifferentperspectivesconcerninghypothesisofcontrastiveanalysistogetherwimlanguagetransfertheory．Thendifferentopinionsaboutbehavioristlearningtheorycomeup，inthatcasetheroleoflanguagetransferinlanguageteachingWasdisapproved．Andthethirdstagebeganfromtheendof1970stothebeginningof1980s．Onceagainlanguagetransferinlanguageteachingbecameahottopic．ItWasweighed嬲akeystrategyinlanguagelearningandacomplexpsychologicalprocesswhichWasinfluencedandrestrictedbymanyelements．Intermsoflanguage，psychologyandsociety,researchersinvestigatetherolethatlanguagetransferplaysinSLAinfullsize．From1995thesecondlanguagetransferinEnglishteachinghaSbecomeanewhottopic．Fromthenon,languagetransfertheoryandprincipleshaveplayedacrucialandconstructiveroleinEnglishteaching．MoreandmorecomprehensiveandsystematicsurveyshavebeenmadeonhowtodeveloppositivelanguagetransferandremovenegativelanguagetransferbyEnglishteachers，researchersandinstructorswhoalsomadelotsofvaluablesuggestions．AccordinglylanguagetransfertheoryiswidelyappliedtoEnglishteachingnotonlyinmiddleschoolsbutalsoinuniversities．Inthepasttenyears，theresearcheswhichinvolvedthephenomenon,theapplication,thefactorsandprinciplesoflanguagetransferinvestigatedhowtopromotepositivelanguagetransferandreducenegativelanguagetransferandmeyalsomadeacomparisonbetweenEnglishandChinese．Theresearchesaboutlanguagetransferachievedagreatdealinthelastdecade．RobertLado(1957)reportedthatduringtheperiodofSL～wordorder,themeaningandstructureoftheirmothertonguewereusuallytransferred．HisperspectiveandhisrelativeworksgreatlyinfluencedSLA．BehavioristsstatedthattheacquisitionoffIorei盟languagehabitswillbeinfluencedbythenativelanguagehabits．SomelinguistsaboutSLAviewedlanguagetransferasabarrier．ContrastiveAnalysisHypothesis(CAn)hadstronginfluenceduringthetime．Fries(1992)supposeditWasveryessentialtoanalyzethetargetlanguageandcomparewimtherelatedpartwhencompilingbooks．Harris(1952)putforwardtransfergrammarinaplainlanguage13 Chapter2LiteratureReviews缸ucture．Considerablelanguagestructuresderivedhavenorelatedelements．Whileintermsoftranslating,wecouldeasilyfindaparallels仃ucl眦withmothertongue．Thebehavioristtheorywascriticizedfromthelate1960stothe1970s．AtthattimeuniversalgrammarcameupandBehaviorismwaschallengedbyChomsky．Chomsky(1979)hypothesizedthatav撕etyofgrammarprincipleswereinherentinhumanbrainSOthatlanguagegrammarcouldbeacquirednaturally．Correspondingwithhistheory,humanscreatedlanguagebyadeepstructurewhichhelpedthemgenerateandtransfermeirownacquiredgrammartoanyotherlanguagetheywilllearn(Lakshmanan,1994)．Gass’S(1979)believedlanguagetransferhelpedUStounderstandtheelementsoftheuniversalgrammarofhumanlanguages．CordercameupwithErrorAnalysis(EA)whichadvisedanalyzingtheerrorswhichappearedinSLA．Ravem(1971)pointedoutthatlanguagelearner’SsecondlanguagesyntaxWasinfluencedbyhisfirstlanguage．AndHakuta(1974)reportedthattherelationshipbetweenfirstlanguagetransferandtheformationofSLAstructureWasreallydetermined．Thelinguist,Kleinmann(1977)pointedoutthatbehaviorismtheoryanduniversaltheorycouldbethoughtasaprocessofhypothesistesting．Basedontheacquisitionofsecondlanguagelearningmaterials，languagelearnersCanproducenewlanguagesduringthisperiod．AlsotheSLLCanacquireotherlanguageknowledgebymeansofusingmeirnativelanguage．Intheprocess，thelanguagetransfertheoryandcognitivetheoryarecombinedintherelatedworks．TheideathatlanguagetransferisnotimportantstillexistsamongsomeresearchersandinstructorswhoregarditasanimportantphenomenoninexplainingSLA．Asmoreandmoreresearchesonsecondlanguageacquisitionappear,researchersandinstructorsmadeⅡ1eirfocusonlanguagetransferonemoretime．Consequently,languagetransferwinstheimportanceinSLAagain．Onthebasisoftheoriesinwesterncountries，researchersinChinaspreadthestudyfi"uitsandlessonsoftheinvestigationonlanguagetransferindetail．Theyhelplanguagelearnersgetathoroughunderstandingoflanguagetransfertheory．(YuLiming，2004)．AfewlanguagetransferstudyonthebasisoflanguagetransfertheoryandexamplesaredonebysomeChineseresearchersandteachers．GuiCankun(1978)madecomparisonsofphoneticsbetweenEnglishandChineseconcerningtone，phoneme，rlaytlma，junctureandintonation．Withregardtosoundsystems，FanCunzhong(1982)14 OntheApplicationofI_anguageTransferTheorytoHigherVocationalCollegeEnglishGralnnlarTeachinginvestigatedthedifferencesbetweenChineseandEnglish．AndJinDingyuan(1986)foundouttheinterlingualphoneticfeaturesoftheChineseleamers．AndChenYing(1987)paidattentiontothesoundpitchdifferencesbetweenChineseandEnglish．AndWangGuizhen(1990)showedevidencethatflu咖ationsplayedkeyroleindistinguishingEnglishfromChinese．AsweallknowEnglishisprominence—relatedwhileChineseistone-determined．AndGongKajia(1991)madehisfocusonChineseinfluenceonEnglishintonation．AlloftheresearchesarebasedonChinesemothertonguetransferwhenacquiringEnglish．Someresearchersandteachersmadesomeresearchesonsyntactics．Withregardtophraseandsentencenegationbetweenthesetwolanguages，ChenPing(1985)pointedoutthedifferenceoftheirlogicalmeanings．LaterTangTingchi(1990)foundthedifferenceswithreferencetorulesandparameters．AndGeXiaoqin(1991)thoughtofthedifferencesintermsofsentencegroupandsequenceofsentencesbetweenEnglishandChinese．AndDingRen(1993)cametorealizethedifferencebetweenEnglishandChineseinthesubjectofasentence．SomeresearcherssuchasJinJiling(1991)andChenPing(1992)statedtheimpactsoftopic-prominencestructuresinChineseonthelearners’English．AndWangGuizhen(1990)madehisfocusonthedifferencesinnumeralsbetweenEnglishandChinese．AndJinJiling(1996)madecomparisonsoftheuseofthereflexivepronoun“self’betweenChineseandEnglish．BothGuoChunjieandWenQiufang(1998)madeanalysisofthecorrelationbetweenChinesewritingandthinkingmodes，whichdisplaysthatthegroupsinthehighermarksaremorelikelytouseChinesethanthoseinlowermarks．AyearlaterWangWenyu(1999)pointedoutmanycontroversialproblemsinlanguagetransferstudyandhemadehisefforttogivesomedirectiontothefuturestudy．AndZhaoXiufeng(2002)showedthatitWaScleartofindoutthedifferenceinthelengthofsentencesandclausecomplexlayer．ThissurveyshowedthatChinesestudents’stylisticconsciousnesswillbeimprovedastheirEnglishlevelisincreasedasaresultoflanguagetransferonsecondlanguagegrammarprinciples．ShesuggestedthateffectiveapproachesshouldbeadoptedSOthatEnglishgrammarprinciplesandthelanguagelearners’competenceinsentences—makingcouldbedeveloped．BothDaiWeidongandWangDong(2002)agreedthatprediction,definition,15 Chapter2LiteratureReviewgeneralityandcomparisonarethefourprincipalproblemsinlanguagetransferstudy．InthepasttenyearsOrmoreWuQianglong(2000)，YaoHailin，WuJianmin(2000)andXuYulong(2002)focusedonanalyzinghowtoapplylanguagetransfertheorytoEnglishteaching．Andtheyhaveachievedsomestudyfruitsofsomeveryhelpfullanguagetransferaswellass锄elearningstrategiesbymeai"lsofobservationandexperimentaltest，whichwillbenefitus．Inconclusion。Chineselinguistsdonotlayt11eiremphasisonnegativetransferanymorlo．InsteadtheymeantobuildupausefultheorysystemforChineseEnglishleamersbyreferringtowesternexperiencesandtheories．2．6TheStudyofGrammarTeachingintheGuidanceofLanguageTransferAbroadFromthe16thto18thcentury,themostpopularGrammarTranslationMethodemphasizedthatgrammarshouldberankedfirstinforeignlanguageteaching．Atthattimemanyresearchersviewedthatonlybydoinglotsoftranslationexercisescouldlanguageleamersgraspgrammarrulesandthusacquiretheforeignlanguage．Leith(1997)pointsoutthatlinguistsstudygrammarmainlyinthetermsofanalyzinglinguisticstructurethatisabouthowtoorganizewordsintosentences．Ingeneral，languageiscomposedofsentences，whilesentencecontainsWOrdSandsomgspecialsymbols．Ifsomewordsandsymbolsareputtogetherrandomly,WeCallnotmakearightsentence．Accordinglysomerulesarerequiredtoplacethesewordstogether,andtherulesarecalledgrammar．ThereforeweCalldescribegrammarasasciencethatinvolveslanguagesystemrules，comprisingitsforms，inflexions，syntaxandthetechniqueofusingthemaccurately．Wecarltellwhetherone’sthinkingislogicalornotfromhisuseoflanguageandpracticeinthespeechorwriting．Withoutgrammarasentenceor1til_articlecannotbepleasing．Wilkin(1976)statedthatgrammarplaysallimportantpartwhenacquiringasecondlanguage，becausewithoutadequateknowledgeofgrammar,linguisticoriginalityandthecapabilityforcommunicationwillbelimited．GrammarplaysanimportantroleinEnglishteaching．Itisessentialtoteachgrammarclearly．Ononehanditiscrucialforthelanguagelearners’languagecompetency；ontheotherhanditisimportantforlanguageteachersforteachingreasons．Grammarteachingisnottheaimofteaching，butisawayofinstruction．Boththe16 OntheApplicationofLanguageTransferTheorytoHigherVocationalCollegeEnglishGrammarTeachinglanguagelearnersandteachersshouldknowclearlyabouttheroleofgrammarinhighel"vocationalcolleges．‘Overthecenturiestheideasabouthowtoacquiregrammarchangedfromtimetotime．Somelanguageteachersinsistthatweshouldhelplanguagelearnersanalyzelanguagetomastergrammar；whileothersfavorthatlanguagelearnersCangrasPgrammarbyusinglanguage．Earlierthiscentury,use-orienteddirectmethod(Celce-Murda,1979)Wasappliedinlanguageteachinginsteadofgrammartranslationapproach．From1980s，thesuggestionofneglectinggrammarteachinghasbeencriticized．Inthe1980s，allanti。grammarmovementappeared．MaybeitisbecauseofKrashen，whothinksthatlanguagelearnerCanmastergrammarbymeaninginputandtheopportunitytointeractintheclassroom．(Krashen,1982)．Inotherwords，grammaticalabilitycouldimproveinafluency-orientedenvironmentbutonedonotneedtofocusonlanguageforms．Aboutthisquestionmanyresearchershadtheirownideas．Nunan(1989)investigatedthatsomelinguiststhoughtitWasunnecessarytoteachgrammar．NewMark(1966)claimedthatlanguagestudyWasalwaysinterferedbygrammarteachingandhestatedthatitWasnotnecessarytoanalyzelanguage．Shallweteachgrammar7．AccordingtoEllis(1997)，itisnecessarytoteachgrammar．Ur(1998)statedthatwecannotproduceEnglishsentencesrightifwedonotknowhowtoputthewordstogether．Thereforegrammarteachingitselfisdifferentfromtheclassroomteaching．DaineLarsen-Freeman(2005)claimedthatgrammarteachingshouldnotonlyteachstudentshowtospeakandwritebutalsoteachthemwhytospeakSOandwriteSO．17 Chapter3ResearchMethodology3ResearchMethodology3．1Participantsh1September2011．theauthorbegantoundertakethegrammarteachingwiththetextbooks。ANewEnglishGrammarCoursebookby章振邦，ShanghaiForeignLanguageEducationPress。inXiamenXingcaiVocationalandTechnicalCollege．BothofthetwoclassesmajoredinbusinessEnglish．AllthestudentsinthesetwoclasseswereapproximatelysimilarintheirEnglishlevel，andhadtwoperiodsofEnglishgrammarclassperweek．Fromthebeginningtheauthorchoseclassoneastheexperimentalclassandclasstwoasthecontrolclass．Therewerefifty-onestudentsinclassoneandfifty-twostudentsinclasstwo，howeverinordertomaketheexperimentsmoreeffective，theauthoranalyzedthedataoffiftystudentsrespectivelyfromthetwoclasses．Thestudentsofthetwoclassesjustenteredthesecondyearinthecollegeandweresophomores．TheyhadbeenlearningEnglishforsevenyearsincludingsixyearsinmiddleschoolandoneyearincollege．ThemeanscoresinmeirpracticalEnglishtestforcollegesarealmostequalandthenumberofstudentswhohadpassedCET．4ofthetwoclassesWasalmostequalaswell，SOtheEnglishlevelofthetwoclassesaresimilar．3．2InstrumentsThisresearchisdonebymeansofquestionnaire，fourwritingtestsfromCET-4andallinterview．h1ordertomeasurethestudents’understandingaboutlanguagetransferandEnglishgrammar,aquestionnaire(seeAppendixI)Wasdesignedforfiftystudentsfromtheexperimentalclassesbothatthebeginningandtheendoftheexperiment,whichincludedthestudents’opinionsaboutthedifferencesandsimilaritiesbetweenthetwolanguages．TheaimofthestudyistomakeacomparisonandtestwhetherlanguagetransfertheoryishelpfultoEnglishgrammarteachingandstudy．Allthequestionsaboveinthequestionnaireareclosed，SOtheparticipantsCallanSWe,Tthequestionsonlybychoosingoneortwooftheanswers．Asaresult，participantscannotanswerthequestionsindetail．Sointerviewsoftwelvestudentsare OntheApplicationofLanguageTransferTheorytoHigherVocationalCollegeEnglishGrammarTeachingdesignedcarefullybytheauthortocomplementthequestionnaire(SeeAppendixII)．111equestionsoftheinterviewsaresemi-open，SOthattheparticipantsCallexpresstheirideasfreely．Thusthedetailsofthestudents’attitudetowardstheusageofmothertongueandhowtheEnglishgrammarteacherusesMTinEnglishgrammarclassCanbeSeen．111etwelveintervieweeswerechosenfromtheexperimentalclassastopstudentswithregardtoEnglish,forthefinalscoresoftlleircomprehensiveEnglishintheprevioustwosemesterswereallhigherthan85．Inaddition,theirscoresinthePRECOtestwereallhigherthan85．TwotestpaperschosenfromCET-4writingtestsweredesignedforonehundredstudentsinthetwoclassesforpre—testandpost-test(seeAppendixIII)．Thelevelofdifficultyaboutthepre—testandpost—testpapersisalmostsimilarsincemeywerechosenfromCET-4．SoitCallkeepthe1evelsoftestsconsistent．3．3DataCollectingandToolsforDataAnalyzingTheexperimentwascarriedoutfromSeptemberof201toJanuaryof2012．Theauthortaughttwoclasses，usingtwodifferentteachingmethods丽mthesametextbook口NewEnglishGrammarCoursebookby章振邦，ShanghaiForeignLanguageEducationPress)．Thestudychieflyreliesonlanguage—transfer-orientedteachingmethod，whichfeaturestheteacher’SusingContrastiveAnalysistheorytohelpstudentstofindoutthedifferencesbetweenChineseandEnglishtoavoidnegativetransfer．Theauthorhandsoutthequestionnairebeforeandaftertheexperiment,andthenrequiresthefiftystudentschosenrandomlybytheauthortochoosetheanSWerScarefullyandhandin．TheauthorusesEXCELtoanalyzetheresultsofquestionnaire：TheauthorpresentstwoCET-4writingtestsfromJuneandDecemberof2011respectivelybeforeandaftertheexperiment．Andthentheauthoraskstheonehundredparticipantstowriteacompositionof120wordsandeachoneshouldbefinishedin30minutes．Theauthorasksthemtohandinandcorrectsallthepapersaftertheexamsarefinished．Thedatacontainspre—testandpost-testscores，theerrorsoccurredinthewritingandSOon,andthentheauthorusesEXCELtosummarizeanddisplaythecollecteddataintheformoftables．Aftertheexperimentinterviewsoftwelvestudentsaleconductedcarefullybythe19 Chapter3ResearchMethodologyauthortocomplementthequestionnaire．TheparticipantsputforwardtheirperspectivesabouttheusageofmothertongueinEnglishgrammarlearningandtheeffectoftheChineseandEnglishcontrasfiveteachingmethodinEnglishgrammarteaching．Atlasttheauthorgetsthefirst-handmaterialsfromtheinterviewsandsummarizesmeirideas． OntheApplicationofLanguageTransferTheorytoHigherVocationalCollegeEnglishGrammarTeachingChapter4DataAnalysisandDiscussion4．1AnalysisofQuestionnaireResultsAccordingtothedatacollectedfromthequestionnairehmdedoutbothatthebeginningandendoftheexperiment，wecanfindthatthe10itemsdisplayedbigdifferencesaftertheexperiment．Fromthedata,wecanconcludethattheexperimentdidhelpthestudentsintheexperimentalclasstograspEnglishgrammarbyapplyinglanguagetransfertheory．Table4．1ResultsofStudents’QuestionnaireTestTimeBeforetheexperimentAftertheexperiment"-ChoicesABCDABCD＼Items＼13020104060％40％20％80％22030401040％60％80％20％3O153504010O0％30％70％0％80％20％O％0％4101520520255020％30％40％lO％40％50％lO％0％58930320255016％18％60％6％40％50％10％0％61020102010020％40％20％40％20％O％71782053010034％16％40％10％60％20％0％81238302024％76％60％40％91051025102510520％10％20％50％20％50％20％10％10204010O20％40％80％20％0％ForthefirstiteminTable4．1，“IsitnecessaryforthegrammarteachertospeaksomeChineseinEnglishgrammarclass?”，beforetheexperimentonly40％ofthestudentsthinkitnecessarytospeaksomeChineseintheclasswhile80％ofthestudentsthinkSOaftertheexperiment．Asforitem2．‘"DoyouthinktherearesomesimilaritiesbetweenChineseandEnglishgrammar7．”，beforetheexperimentonly40％ofthestudentsknowthe21 Chapter3ResearchMethodologydifferencesbetweenthesetwolanguageswhile80％ofthestudentsbegintorealizethedifferencesandsimilaritiesbetweenthetwolanguagesaftertheexperiment．Foritem3，“HowmuchdoyoudependonChinesegrammarinEnglishgrammarstudy7．”，only30％ofthestudentsⅡ1iIlkthattheydependonChinesegrammarinEnglishgrammarstudybeforetheexperiment；whileaftertheexperiment100％ofthestudentsconsiderthatChinesegrammarplaysallimportantroleintheirEnglishgrammarstudy．～Foritem4，“HowmuchdoyourelyonChinesewhenyoulearnsevensentencepatterns?”，only50％ofthestudentstllinktheyrelyonChinesebeforetheexperiment,whilstaftertheexperiment90％ofthemmilll【SO．Withreferencetoitem5，“HowmuchdoyourelyonChinesewhenyoulearnpartsofspeech?”，34％ofthestudentst11iIlktheyrelyonChinesebeforetheexperiment，whilstaftertheexperiment90％ofthem缸11kSO．Concerningitem6，‘"HowmuchdoyourelyonChinesewhenyoulearnadverbialclause?”，beforetheexperiment,20％ofthestudentsagreethattherearesomesimilaritiesbetweenChineseadverbialclause，yetwhentheexperimentwasover,thepercentageofthestudentswhonlinkSOincreasesto40％．Withreferencetoitem7，“HowmuchdoyourelyonChinesewhenyouleamattributiveclause?”，beforetheexperiment,34％ofthestudentsreportthatChineseknowledgedoeshelpthemtolearnattributiveclause，whereaswhentheexperimentWasover,thepercentageofthestudentswhothinkSOincreasedto60％．Beforetheexperiment，just24％ofthestudentsagreewitllthestatementofitem8，‘"PassivevoiceismoreoftenusedinEnglish"’，while60％ofthestudentsagreewimitaftertheexperiments．Withregardtoitem9，“InwhataspectsisChinesemorehelpfulforEnglishlearning?”，aftertheexperimentofapplyinglanguagetransfertheoryinEnglishgrammarlearningandteaching，90％ofthestudentsCalltakeadvantageofthepositivetransferandgetridofthenegativetransfer．Yetbeforetheexperimentonly50％ofthestudentsCandoit．Inresponsetoquestion10，“CanChinesebeofgreathelpinEnglishgrammarlearning"’，comparedwith20％，80％ofthestudentsareconsciousoftheeffectiveinfluenceofChinesewitllthehelpoftheexperiment．Aftertheexperiment80％ofthe OntheApplicationofLanguageTransferTheorytoHigherVocationalCollegeEngfishGrammarTeachingstudentsthinkpositivetransferoverweighsnegativetransferinEnglishgrammarlearning．4．2AnalysisofPre—testResults4．2．1ThePurposeandtheMaterialsoftheTestPapersThepurposeofmakingpre—evaluationistoknowthegrammarleveloftheexperimentclassandcontrolclassSOastoprepareforthepost-evaluationtest．Thecontrastiveanalysisofthewritingtestbothatthebeginningandattheendoftheexperimentwillhelptotellwhetherthetransfer-orientedteachingmethodiseffectiveornotingrammarteaching．Thetestmaterialsofpre-evaluationandpost-evaluationarechosenfromthewritingtestsofCET-4inJuneandDecemberof201respectively,asisshowninTable4．2．ThewritingscoreCOVerS15％ofthetotalinCET-4．ThecriteriaforevaluationofthewritingtestbothatthebeginningandattheendoftheexperimentaresimilartothoseforCET-4writing，whichcoversbothcontentandlanguage．Thetotalscoreofthewritingisfifteenpoints，asisshowninTable4．4．Table4．2ComponentsoftheWritingTestinthePre-·testandPost··testTestTypeoftheGenreoftheNumberofTesttimeTopicCategorywritingtestessaywordsSeptemberofThePretestOnlineshoppingadvantageandArgumentative120．1502011essaydisadvantageJanuaryofⅥ／herethereisa刀lePost．testwill，thereisaexpositionofArgumentative120．1502012essaywaythetheme4．2．2DataCollectedandAnalysisofPre-test4．2．2．1AnalysisoftheWritingTestResultsTable4．3Resultsofpre-testTotalnumberExcellenceClassMeanPassrateLowestHighestoftllestudentsrateExperimental507．666％8．1％510classControlclass507．968％7．1％711 Chapter3ResearchMethodologyTable4．4CriteriaforEvaluationofWritingTestScorescalesTheCriteriaforEvaluation(points)13．151．Theessayshouldberelevanttothetopic．2．Theideasaleexpressedclearly．3．Theessayshouldbecoherentandsmoothwithoutlanguageerrors．4．TheessayshouldUSesimple$ellten(：e$andcompoundorcomplex$eiltellce$勰well．5．Thekeywordsshouldvariousandthevocabulariesarcrich．9．121．Theessayshouldberelevanttothetopic．2．Theideasareexpressedclearly．3．Theessayshouldbesmoothbutwith$0111elanguageerrors．6．8TheessayisalmostrelevanttothetopicbutitisnotclearandcoherentgnoughandwithmanylanguageeITOrS．3—5TheessayisalmostrelevanttothetopicbuttheideasarenotexpressedclearlyandwithmanyimportantlanguageeITOrS．1．2Theessayhaslittlesystemandnocoherence，andmostofthe$enteIlCCsarewrong，whichcannotbeunderstood．OThecandidatesturninablankpaperOronlysomewords，whichmakesnosense．FromthestatisticsinTable4．3．wecanseethatthepassrateoftheexperimentalclassis2％lowerthanthatofthecontrolclass．Theme,alloftheexperimentalclassisonly0．3％lowerthanthatofthecontrolclass．Theexcellencerateoftheexperimentalclassis1％higherthanthatofthecontrolclass．Thehighestoftheexperimentalclassisonepointlowerthatofthecontrolclass．Table4．3showsthatthediffereneebetweentheexperimentalandcontrolclassesbeforetheexperimentisnotsignificant．111eirEnglishlevelisalmostthesamg。4．2．2．2AnalysisofGrammarErrorsofPre-testTable4．5OverallAnalysisofGrammarErrorsofPre-testTenseaspectChoiceandConjuWordTypeContentPhrasesofOthersTotalvoiceof11(3tlOilorderwordsverbsFrequency7153904665227842121613250Percentage221214．316．124．16．55．0100Rank2543167 OntheApplicationofLanguageTransferTheorytoHigherVocationalCollegeEnglishGT"dmmal"TeachingTable4．6GrammarErrorsofPre．test＼Class＼ExperimentalclassControlclass聊＼FrequencyErrorPercentageFrequencyErrorPercentagepoints(％)points(％)Basicsentenee1724023．261774223．73patternsSyntacticstructure1593723．271563623．80Invertedsentences3l1238．7028932．14Attribute1323224．241343223．88Adverbial1283124．221293325．58Nollrlclause562544．64742837．84Adjectiveclause1181815．251162218．97Adverbialclause1083936．11993636．36Subordinator913032．97782532．05’IAble4．5containsthestatisticsontheoc：CUlTerlce$ofelTOr$inthestudents’writing．‘‘Content"’inTable4．5referstowhethertheessayisrelevanttothetopicandwhethertheideasareclearandcoherentornot．And“others”inTable4．5referstootherlanguageerrorssuch弱singularandpluralformsofnouns，theusageofarticlesOrnumerals，theusageof—【I培formorprepositionsandSOOn．AsitcanbeseenfromTable4．5，the朗roPsmainlylieinthefollowingaspects．111eeITOrtype‘"phrases"’ranksthefirst，whichcovers24．1％．111eerrorsonphraseseomprisespellingmistakes，thecollocationofwordsandtheaccuracyofwords．Itshowsthatthestudentsarepoorenoughinlanguagefoundationandtheirvocabulariesalenotrichenough．Asfortheerrorsintenseaspectandvoiceofl．，e?"bs，itranksthesecond，accountingfor22％．ThereasollisthatinChinesethereis110tenseOrvoice．111econtextofwordsandwordordercanexpressthemeaningsofthesentences．MoreoverinChinesethepassivesentencepatternsltl"enotfrequentlyused．Studentsarenotgoodatthevoicesandtense嬲aresultofthenegativetransferofChinesegrammaticalknowledge．Inaddition，thecomplextensepatternsinEnglishconfusethestudents．Manyteachersandstudentsagreethattense，aspect，voiceandmoodareofgreatimportanceinEnglishgrammarlearningbutsomewhatdifficultforChinesestudents． 。Withregardtotheerrors砌wordorder,itranksthetllird，accountingfor16．1％．Thistypeoferrorinvolvestheorderofadverbs，theorderofadjectives，andtheorderofauxiliaryverbsandSO011．Andtheerrorsinconjunction,content，choiceofwordsrankthefourth，thefifth,andthesixthrespectively．4．2．2．3AnalysisofDiversityofPre-testFromRlble4．7．weCalldetectsomefactorsthatinfluencetheimprovementofstudents’writinglevel：(i)UseofsyntacticstructuresSubject-predicatesentencesareusedinthestudents’writing,asisoftenthecase．Theauthorchoosesacompositionfromoneofthemiddleanduppergradestudentsasanexample．Thestudentisdefinedasmiddleanduppergradestudent，fortllefinalscoresofhercomprehensiveEnglishintheprevioustwosemesterswereallOVa"70．Inaddition．herscoreinthePREC0testwasover70．Nowadaysshoppingonlineisconvenient．Itisbecomingmoreandmorepopularf10r也epastfewyears．Accordingtoarecentsurveyabout90percentofadultshaveoncedonewebshopping．InteractshoppingeIljoyssomevirtueswithoutdoubt．Forexample：thepricesofthecommoditiesandservicesonlinearetypicallylowerinonlineshops．Tosomeextent,moreandmorecustomersbecomeincreasinglyinterestedinusingtheInternettoshop．AlthoughtherearemanyadvantagesofIntemet-basedshopping，thedarksidesofitalsoexist．Forexample，somemerchantsusethefalseinformationto仃ickpeopleintodisclosingcreditcardsandotherpersonaldetails．hmyopinion，thebenefitsofonlineshoppingoutweighitsdisadvantages．Weshouldvisitthelawfulwebsitestobuythethingsandpayincorrectway．First,fromthesamplecomposition,itCallbeseenthatmostofthesentencesaresimplesentencesexceptalladverbialclause．Furthermore，thereisallinclinationthatshetranslatedthekeypointsintoEnglish，whichisthetypicalcharacteristicofChinesestudentswhenwriting．ScatteredsentencesandbrokensentencesoftenappearinChinesearticles．ThusChineselanguagepatternsinfluenceEn。班shwriting．Asaresult， OntheApplicationofLanguageTransferTheorytOHigherVocationalC011egeEnglishC．rrammarTeachingthestudentsintheexperimentalclassandcontrolclassaremoreinclinedtousesimplesentencesthancompoundsentencesbeforetheexperiment．Table4．7DiversityofPre—testExperimentclassControlclassActivesentence31l314Passivesentence6770havenedsentence3128Complexsentence9294Compoundsentence7067Otherlongsentence2l17Sentencestructure103102Subordinator9178Infinite114113NonfiniteVerbs6954Appositive1819Second，thesentencestructureusedisnotvariousenough．nesentencestructurereferstotheuseofsimplesentenceandcompoundsentence，whichareuniqueinEnglishgrammar．Englishishypostaxislanguage，whosesentencesareexpressedinsentencestructure．Fromthecompositionsoftheonehundredstudents毓thetwoclasses，somesentencespatternssuchas‘"It-patterns,InversionandPassivevoice’’arerarelyusedbutmistakesareoftenmade．TIlisisduetothedifferencesbetweenChineseandEnglish．Chineseisdefinedasparataxislanguage，whichutilizes‘"Semantically-branching"’andsemanticfactorsasachaintoorganizethelanguage．111estudentsseldomusedifferentsentencestructurestoexpresstheirmeanings，whilst廿1eyareaccustomedtotranslatingChinesemeaningsintoEnglishwordbyword．Forexample：(1)Childrenpickupanewlanguageeasierthanadults．(2)Whethermysisterwillpasstheexamisnotsure．(3)YesterdayIpulledmytOoth．(4)Weplayedhappilyinthesummerholiday．Thegrammarofthesentencesaboveiscorrect，buttheyareChineseEngli妣whichsoundsveryawkwardfornativeBritishandAmericanspeakers．‘"R-patterns”shouldbeusedinExamples(1)and(2)，itshouldbeexpressedas‘"／t27 Chapter3ResearchMethodology／seasierfo，．childrentopickupanewlanguage”，and‘"It鼢notsurewhethermysisterwillpasstheexam．”ForExample(3)，generallyspeaking，toothshouldbepulledbyothersinsteadofoneself,SOoneshouldusea‘"havesomethingdone’’structureinthissentence．AsforExample(4)shouldbeexpressed弱“Weenjoyedourselvesinthesummerholiday’’or“Wehadagoodtimeinthesummerholiday"’．Third，passivevoiceisnotusedproperly．ThestudentshavenoinclinationtousethepaSsivevoice．Eveniftheyuseitoccasionally,errorsoftenoccur．Forexample：(5)Ourcollegewillholdasportsmeetingnextmonth．一。(6)Theclothesarefeltsmoothly．(7)GreatchangeshavebeentakenplaceinOUl"hometowninthelasttenyears．InExample(5)passivevoiceshouldbeusedaccordingtothehabitofthenativespeakers．Thecorrectwayshouldbe‘■sportsmeetingwillbeheminourcollege”．AsforExamples(6)and(7)，itisnotnecessarytousepassivevoice．Thecorrectwayshouldbe“Theclothesfeelsmooth．’’And“Greatchangeshavetakenplaceinourhometowninthelasttenyears．’’Fourth,thereareinvertedsentencesinEnglisharticleaswell嬲sentences、^，iⅡlpassivevoices．However,seldomcallinvertedsentencebefoundinstudents’composition．FromthestatisticsinTable4．7wecanseethatmeyusefewerinvertedsentencespatternsthanothersentencepatterns，butmeymakemuchmoremistakesinitthaninothersentencepatterns．Itindicatesthatthestudentshavemuchdifficultyinusingtheinvertedsentenceproperly．Forexample：(8)IhaveneverbeentoHongKongforavisit．(9)Hisappearancewassostrangethatnoonerecognizehim．00)Weshallgiveup0111"planinnOca$e．Invertedsentencessuchas‘"Neverhave1beentOHongKongfo，．avisit．’’‘"Sostrangewashisappearancethatnoonerecognizeshim．”‘"lnnocaseshallwegiveupourplan．’’CanhardlybefoundinChinesestudents’compositions．FromthesentencesshowninTable4．8，first‘"Hardlyhad⋯when⋯’’isafixedcollocation,thestudentsused“一ed’justaccordingtotheirownunderstanding．Second，itisnotrequiredtoinvertthesubordinateclauseintroducedby‘"only"’．Howeverthestudentsinvertthesentencejustlikeothertypeofinversionsentenceasaresultofthenegativeeffect．Thereasonbehindthisisthattheydonotfullygrasptheknowledgeof OntheApplicationofLanguageTransferTheorytoHigherVocationalCollegeEnglishGrammarTeachinginvertedsentence．Third，nonfiniteverbsshouldbeusedin“There—besentence’’asattributeinEnglish．Table4．8Errors0ccurredintheInvertedSentencesofPre．testErrorTypeFalseTrueAuxiliaryverberrorHardlydidIfinishmyHardlyhadIfinishmyhomeworkwhenmymotherhomeworkwhenmymothercameback．cameback．AuxiliaryverbsalebroughtOnlyafterhaveyoudonetheOnlyafteryouhavedonetheforwardbothinthesubordinateexperimentCallyouunderstandexperimentcanyouunderstandclauseandmainclause．吐lislawbetter．mislawbetter．SyntaxelTOI"TherealemanystudentsbreakTherealemanystudentstheselloolrules．breakingtheschoolrules．(ii)UseofadjunctsTheanalysisabout刎unetincludestheuseofattributivesandadverbials．Inthepre—test，thepercentageofadjunctelTorsisnothigh．FromTable4．6weCallseethatthepercentagesofattributeerrorsintheexperimentalandcontrolclassare24．24％and23．88％respectively．Andthepercentagesofadverbialerrorsare24．22％and25．58％．Thedetailsarestated嬲follows．First，adjunctisnotusedproperly．Forexample(11)MissWhiteisbomin1958．SheWaSthedaughterofarichfamily．(12)TomWaSunfortunatetofailinthedrivingtestagain．Thetwosentencesabovewillbemorenaturalandmuchsimplerifweuseanattributeandanadverbial．Example(11)shouldbe‘"MissWhiteisbornin1958，thedaughterofarichfamily’．Here‘"thedaughterofarichfamily"’isusedasallattribute．Example(12)shouldbe“UnfortunatelyTomfailed胁thedrivingtestagah哩”．Here‘"unfortunately"’isusuallyputatthebeginningofthesentenceactingasanadverbial．Second,theorderofadjunctisnotputinitsplace．Forexample：03)ManyChinesefamilyaleenoughrichtobuyaCal"．(14)Theyenergeticallywork．InChineseWesay“足够富裕”，butinEnglishweshouldsay‘"richenough"’．Andin Chapter3ResearchMethodologyEnglishadverbialsoftenOCCUl"afterthepredicates．Therevisedversionisasfollows：ManyChinesefamiliesarerichenoughtobuyears．砌钞workenergetically．(iii)UsesofcomplexsentencesTheuseofcomplexsentencesisoneofthewaysofmakinglanguagerichanddiverse．Butfewstudentsalelikelytousecomplexsentences，t11eyusesimplesentencesinstead．Nominalclauseandadverbialclauseareseldomusedbutmanyerrorsoccurred．Thepercentagesofnominalclausealethehighest，whichCOVer44．64％and37．84％．Andcoordinateclauseissometimesusedbutlackscoordinators．MorecompoundsentencesCanbeusedinsteadofsimplesentences．Forexample：(15)Theyhadafiercedog．Noonedaredtogonearnleirhouse．(16)Therealemanystudentsonthesportsground．Theyareplayingfootball．Therevisedversionisasfollows：砀钞hadsuchafiercedogthatnoonedaredtogoneartheirhouse．Therearemanystudentsplayingfootballonthesportsgrou以．Or：Therearemanystudentswhoareplayingfootballonthesportsground．Onlyinsuchkindofexpressions，willthesentencesbemorecompactandnatural．Nexttheauthorwillanalyzetheerrorsthestudentsoftenmadeinthecompoundsentences．Thestudentsaleconfusedaboutthechoiceofrelativewordswhenmakingattributiveclausesandaboutthechoiceofintroducerswhenmakingnominalclausesaswell．ThereasonwhythestudentsmadesuchkindsofmistakesisthatmeydonotrealizethedifferencesbetweenChinesesyntaxandEnglishsyntaxandareinfluencedbyChinesenegativeeffect．Chinesesentenceisthetopicstructurefocusingonthebeginningofthesentence，whichhasaheavyheadandlighttail．WhilstEnglishsentencestructurefollowsalinearorder,whichhasalightheadandheavytail． OntheApplicationofLanguageTransferTheory，toHigherVocationalCollegeEnglishGrammarTeachingTable4．9ErrorsOccurredintheComplexSentencesofPre—testTypeofThechoiceofLackingintroducerAuxiliarySubjectclausegTrorsintroducererrorsdislocationHisfirstquestionShewasThatJackwasifHolmeshadcurioustolateagainmadeFalsearrivedyet．Thathesaidisperfectlytrue．knowwherehisteacherveryhadweangry．been．HisfirstquestionSheWasItmadehisWaswhetherHolmescurioustoteacherveryTmehadarrivedyet．Whathesaidisperfectlyknowwhereangrythathetrue．wehadwaslateagain．been．‘‘If’cannotbeused“What"’CanbeusedastheInobject‘‘it"’usedastheintroducertOintroducerandtheobjectinsentencewetheformsubjectintroducesubjectthemainsentencewhileshouldusesentencewillbeAnalysisand‘‘that’’cannotdeclarativemorenatureandpredicativeclausesentenceidiomaticorder4．3TeachingStrategiesintheExperimentalClass4．3．1ClassroomObservationInthisresearch，studentsaregroupedintotheexperimentalclass(class1)andthecontrolclass(class2)，whoaretaughtindifferentteachingmethods．Intheexperimentalclass，language-transfer-basedteachingmethodWasused．MoreoverChineseandEnglishContrastiveAnalysisteachingmethodWasutilizedtohelpthestudentsdiscoverthesimilaritiesanddifferencesbetweenChineseandEnglishtoremovethenegativetransfer．111eteachingprocedureincludedthreesteps．nefirststepiscalledpresentation，wherenewgrammariternswerepresentedincontext．111esecondstepiscalledprattice，whereCheeseandEnglishcontrastiveanalysisteachingmethodwasutilizedandthestudentswereaskedtofindoutthesimilaritiesanddifferencesbetweenChineseandEnglishwimthehelpofdialoguesanddiscussions．ThenthegrammarformWastrainedbysomerepetitionandmistake—correctionexercises．The蚰rdstepiscalled Chapter3ResearchMethodologyproduction，wheretheteacherorganizeddifferentkindsofactivitiessuchasrole—play,discussionanderrorcorrectiontoconsolidatewhathadbeenlearned．4．3．2ApplyingPositiveLanguageTransfertoEnglishGrammarTeachingItiswell—knownthatlanguagetransfertheoryisacognitiontheory．Manyresearchersemployittoexplaintheprogressofgrammarstudy．SecondlanguagelearnersCannotremovetheeffectofnativelanguagetransferintheprocessofEnglishgrammarstudy．Englishgrammarstudymaybeinfluencedbythetransferofthefirstlanguage，whichkeepslanguagelearnersfromgraSpingpureEnglish．Ellis(1986)concludeswhenthefirstlanguageissimilartothesecondlanguage，andwhenithaSbeenmaSteredasunchangingknowledgeandhabit，studentscouldlearnmuchmorequickly．BasedonChomsky’Stheoryofuniversalgrammar,allhumanlanguageshavemuchincommon．TheprinciplesofthefirstlanguageareinclinedtobeusedbylanguagelearnersduringEnglishteaching,becausetheyhavemaSteredthefirstlanguagesystem．Thereforenegativelanguagetransfermustbeavoidedandpositivelanguagetransfershouldbefullyused．Chomsky"stransformational—generativegrammarshedslightonlinguisticstudy,andlinguistictheorythinksthata11languagesaredeeplysimilarinsomerespect．Itseemsthatalllanguagestakeadvantageofthesamesmallstockofcategoriesfortheorganizationofsentences一-nounphraSes，verbphraSes，etc．Moreoverthereareregulationsthatseemtobeuniversalandthatrestrainsthesentenceorganization．Alllanguagegrammarshavesimilaritieswimregardtoconveyingnegating，questiontocausality(LiaoFei，1998)．AndafewprinciplesofthefirstlanguageandsomegrammarphenomenawillappearinSLA．Therefore，tosomeextentlanguagelearners’firstlanguagepreparesthebaSeforhisSLA．ItimpliesthatlanguagelearnersshouldtakeadvantageoffirstlanguageSO鹊nottobeinfluencedbynegativetransferofthefirstlanguage．PositivetransferCanbeusedinthefollowinggrammarstudy：(i)PositivetransferinbaSicsimplesentencepatternsBothinChineselanguageandinEnglishlanguage，theelementsofsentenceconsistofthenoun,pronoun，verb，preposition，adjective，adverb，conjunctionandexclamation,etcandthegrammaticalconceptionsofthemaresimilar鹤well．Thesubject-predicatestructureofEnglishsyntacticisoneofthemainfeaturesinEnglish32 OntheApplicationofLanguageTransferTheorytoHigherVocationalCollegeEnglishGrammarTeachinggrammar．Sevenbasicsimplesentencepatterns(章振邦，2010)aleasfollows：(17)S-V：Everybodylaughed．(大家都笑了。)(18)S-V-C：Mybrotherhasbecomeallengineer．(我的兄弟成为了一名工程师。)(19)S．v-A：Theystayedinahotel．(他们呆在宾馆。)(20)S-V—O：Nobodycouldanswerthequestion．(没有人能够回答这个问题。)(21)S-V-O．A：Iputthematerialevidenceinfrontofhim．(我把物证摆在他的面前。)(22)S-V-O—C：Theyelectedhimpresident．(他们选他当总统。)(23)SVOO：Davidshowedmetheway．(大卫给我指路。)Examples(17)，(18)，(19)，(20)，(21)，(22)and(23)showthatthesubject-predicate·objectorderinChineseandEnglishisalmostidentical．ItiseasytofindthatlanguagelearnersonlyneedtotranslatetheChinesesentencesintoEnglishsentencesdirectlyandthcyevendonotbothertochangethewordorder．AslongasdifferentformsofEnglishverbsarepaidattentionto，languagelearnersCanexpressEnglishfreely．Examples(17)，(18)，(19)，(20)，(21)，(22)and(23)areallsimplesentences，butalmostallkindsofcomplexsentencesarebasedonthem．ThereforepositivetransferinbasicsimplesentencepattemsCanhelpEnglishgrammarlearning．(ii)PositivetransferinbasicstructuresinsyntaxThebasicstructuresinsyntaxbetweenEnglishandChinesearealmostthesame，includingwh-questions，declarativesentences，exclamatorysentences，passivevoicesandnegativesentences．Thesimilaritieslieinthethinkinglevelaswellasinthelanguagelevel．ForthisreasontheChineselearnersonlyneedtotranslatetheChineseintoEnglishdirectlyiftheymeetsuchsyntax．Forexample：(24)我的爸爸买了一台电脑。Myfatherboughtacomputer．(25)他不是个医生。Heisnotadoctor．(26)祝你幸福!Wishyouhappiness!(27)多么漂亮啊!Howbeautiful!(28)这苹果被那个女孩吃了。Theapplewaseatenbythatgirl．(iii)PositivetransferinsomecomplexsentencesFurthermoresomeChinesecomplexsentenceshavesimilarstructurestothoseofEnglish．Itisnotdifficulttofindsimilarclassificationoftheadverbialclausesintoeight，33 Chapter3ResearchMethodologybothintermsoftime，place，way,reason,result，purpose，conditionandconcession．SotheconnectionswiththeChineseadverbialclauseswillcontributetothegraspofEnglishadverbialclauses．Besides，theyalsohavesimilaritiesintheiruseofconjunctiveadverbs，WhichiSmanifestedintheflexibleplaceofitsuse．Theydothelearnersa10toffavorinEnglishlearning．NodoubttheeffectsofpositivetransferinsomecomplexsentenceswillbeamazingifwecanmakefullyuseofitinEnglishlearning．Forexample：(29)那女孩不可能是玛丽，因为玛丽已出国了。ThatgirlcannotbeMary,becauseMaryhasgoneabroad．(30)我儿子已经做完作业了，但他还在寻思为什么他要做作业。Mysonhasfinishedhishomework,butheisstillconsideringwhyheshoulddothe(31)因为天下雨，他没去郊游。Becauseitmined，hedi血’tgoouting．他没去郊游，因为天下雨了。HedidIl’tgooutingbecauseitrained．(32)如果我失败了，我就再试。IfIfail，I"11tryagain．我就再试，如果我失败了。I’11tryagainifIfail．(33)在他刚毕业时，他开始进入微软公司工作。Whenhehasjustgraduated，hebegantoworkfortheMicrosoftCompany．他开始进入微软公司工作是在他刚毕业时。HebegantoworkfortheMicrosoftCompanywhenhehasjustgraduated．(iv)Positivetransferinpartsofspeech．ItisfoundthatEnglishandChinesealesurprisinglysimilarint11eirpartsofspeech，althoughremoteinlanguagekinship(Wang，1993)．Sinceagreatnumberofessentialgrammaticalconceptionsareinvolvedinthissimilarity,itbringsconsiderablepositivetransfers．AsisseeninTable4．10，concerningpartsofspeech，bothChineseandEnglish OntheApplicationofLanguageTransferTheorytOHigherVocationalCollegeEn酉ishGrammarTeachinghavethesimilargrammaticalconceptsofnoun,pronoun,adjective，verb，conjunction,preposition，adverb，andinterjection,etc．Besides，meirfunctionsinthesentencesarealmostthesame．ConsequentlyitwillbeofgreathelpforgrammarlearningiftheyCallmakebestuseofthepositivetransferofpartsofspeech．Table4．10ComparisonofPartsofSpeechinEnglishandChinesePartsofFunctionor’"job”inExamplewordsExamplesentencesspeechEnglishandChineseNounThingorpersonGirl，dog，house，TomHelivesinmy—h—o——u——s—e—．女孩、狗、房子、汤姆他住在我塞。VerbActionorstateHear,like，mustI—li—k—一eEnglishsong．听见、喜欢、必须我喜欢英语歌。AdjectiveDescribesanounBrave，small，bigMysonisb—ra—ve．勇敢的、小的、大的、我的儿子很勇敢。AdverbDescribesaverb，Nicely，very,quickly，Whenmyfatherisveryhungry,headjectiveoradverbwell，reallyeatsreallyauicklv．很好、十分、快、好、当我父亲堡饿的时候，他直垫吃真正地得很快。PronounReplacesanounThey,many,some卫巡areplayingbasketball．他们、许多、一些他们在打篮球。PrepositionLinksanountoFor，from，inTheyaresleeping．j_n_thedormitory．anotherword为了、从、在⋯．里面他们在宿舍里睡觉。ConjunctionJoinsclausesorAnd，if,but，whenMyfatherlikestea—andcoffee．我父sentencesorwords和、如果、当⋯．．时候亲喜欢茶和咖啡。NumeralNumbersorordersNine，thirdNinestudentspassedtheexam．九、第三九个学生通过了考试。ArticleDenotesanounA(n)，theHeeatsanappleaday．一(个)、那、那些他一天吃一个苹果。InterjectionShortexclamation,Oh，ah，ouch，hi，well．O．．．．．．u．．．．c．．—h—!Thathurts!sometimesinserted噢、啊、哎呀、嗨、好堕竖!痛死啦1iIltoasentence吧4．3．3ReducingtheNegativeTransferoftheNativeLanguageInlanguageteaching,weoftenfindtheinfluenceofnativelanguagethoughthelanguagelearnersCancreatesentencesinEnglish．Itisbecausemothertongueplaysanegativepartinsecondlanguagelearning．Insomecasesitevenbecomesanobstacleinsecondlanguagestudy．Infact,EnglishlearnersinChinesehavegraspedmothertongue，consequentlytheycallnotforgetEnglishcompletely．Languageleamersoftennaturallysubstitutethesimilarpartthatactuallyis35 diff打ellt舶mthemothertongueiftheymeetwithdifferentstructures，especiallyforthestmctureswhichappearsimilar．Theimpactofmothertonguecausesthenegativeeffect-ThereforeitisurgentandnecessaryforlanguageteacherstoknowthenegativetransferofmothertongueandmaketheireffortstofindouttherootofinterferencebymeansofChilleseEnglishcontrastiveteachingmethodtoimprovethelearners’acquisitionofgrammar．Toachievethisgoal，thewritermadea11analysisaboutthe既Torsoccurredinthetwowritingtestsbycontrastiveanalysis．一RelatedgrammarnegativetransferisaSfollows：(i)Negativetransferinconjunctions：InChinese。conjunctions尽管⋯但是、虽然⋯但是areusedtoconveyadverbialclauseofconcessionand因『为⋯历纠、亩于⋯因彪areutilizetoexpressadverbialdaIlseofca：use．Onthecontrary,inEnglishbecauseandSOcannotbeemployedinthes锄eadv咖ialC1auseofconcession,asisthegrilleforalthoughandbut．Negativesyntactictransferappearsintheuseofconjunctionsfromtimetotime．Forexample：(35)Becauseitrainedyesterday，sotheydidn’tgoouting．(Wrong)(36)ThoughMr．Smithisseventyyearsold，butheisactiveandenergetic·(Wrong)TherevisedversioniSaSfollows：Becauseitrainedyesterday,theydidn’tgoouting．Or：Itrainedyesterday,sotheydidn’tgoouting．ThoughMr．Smithisseventyyearsold，heisactiveandenergetic·Or：Mr．Smithisseventyyearsold，butheisactiveandenergeticAsism∞tionedabove,弱amatteroffactitisthethinkinghabitofChinesethat1eadst0tllemistakesresultingfromnegativetransferofnativelanguageandthusi11fI啪ces妇students’Englishcommunicativeability．Thestudentsunconsciouslyref旨t0CllinesesentencestructureswhentheyhavedifficultyinproducingsentencesowingtotheirlimitedEnglishknowledge．WeCallconcludethatnegativetranstc"rresultsfromthedifferencesbetweenEnglishandChinese．InEnglishgrammarteaching，teachersshouldbefullyawareofstudents’transferell"ors．Theinterlanguagetheoryclaimsthatitisinevitableforlanguagelearnerstonlal【esucherrors．TheChinese．styleEnglishexpressionsalsoshowsometacticsandtheyareasymbolofthedevelopmentoflanguageskillsoflanguagelearnersaSwell· OntheApplicationoflanguageTransferTheorytoHigherVocationalCollegeEnglishGrammarTeachingMoreovergrammarteachersshouldstudyhowtohelpthestudentscorrectthetransfererrorsefficientlyandmakesentencesclosertothetargetlanguagesystem．ChineseandEnglishcomparisonteachingmethodCanbenefitthestudentsindistinguishingthedifferencesbetweenChineseandEnglishandremoveChineselanguagenegativetransfer．(ii)Negativetransferintense：InChinese。tenseisshownbyusingtimeadverbssuchas已经。正在。曾经或过7ascomplement．MeanwhileverbscannotbeusedtoexpressthechangeoftenseandChineseverbsareinvariable．Whereas，Englishwordsarevaryingfornumber,case，aspect，tenseandperson．Whilemoststudentsareawareofthisrule，tlleyareoftenconfusedbyEnglishtense．Forexample：(37)玛丽经过一家超市停下来买了把雨伞。Marypassedasupermarketandstopthereforanumbrella．(wrong)(38)五年前他们彼此就认识了。Fiveyearsago，theyhavealreadyknowneachother．Therevisedversionisasfollows：Maryp舔sedasupermarketandstoppedthereforanumbrella．(right)Fiveyearsago，theybegantoknoweachother．(right)InExample(37)，thestudentfocusedonthetenseofpassbutomittedthetenseofstop．InExample(38)，itisobviouslyseenthatthestudenttransferredtheChineseexpressiona经认识intothepasttenseinEnglish,havea抛adyknownshouldbeconvertedintobegantoknow．(iii)Negativetransferinvoice：InChinese，personsareoftenthecoreandmoreactivevoiceisused,whileinEnglish，morepassivevoiceisused．Ifpersonisunknown,generalpersonwillbeused．AndinChineseitisthecharacteristicthatactiveformsareusedtoexpresspassivemeanings．Prepositionssuchas被，BH，让．给，受areoftenusedtoshowpasttensewithoutchangingtheverbforms．Ⅵ嘶1einEnglish,thepassivevoiceiscomposedofbe+verb+e么whichisentirelydifferentfromChinese．AsaresultChinesestudentsseldomemploypassivevoices．Forexample：(39)Ourhomeworkshouldhandintomorrow．(Wrong)37 Chapter4DataAnalysisandDiscussion(40)Ourhomeworkshouldbehandedintomorrow．(Right)(iv)NegativetransferinattributiveclausesAttributiveclausesareregardedasoneofthemostdifficultgrammarpointsforthoseChinesestudentsinEnglishgrammarstudy．NegativetransferoftenaffectsthecorrectexpressionsincreatingEnglishsentences．Forexample：(41)Thisisthefactorywherewevisitedlastyear．(Wrong)(42)Themalldidtherobberyhasbeencaught．(Wrong)(43)ThisisthecarIboughtitlastyear．(Wrong)Inattributiveclauses，relativepronounsandrelativeadverbsareusedtocombinemainclausewithsubordinatedause．InfluencedbyChinesethestudentsoftenusetherelativepronounsandrelativeadverbsinappropriately,asisshowninExample(41)，or也eyshouldnothaveomittedthem，asisshowninExample(42)．Theantecedentinattributiveclausereplacesoneoftheelementsofsubordinatesentence，SOinthesubordinatesentencepronounsreferringtotheantecedentshouldnotappear,asisshowninExample(43)．TherevisedversioniSasfollows：Thisisthefactorywhichwevisitedlastyear．(Right)Themanwhodidtherobberyhasbeencaught．(Right)ThisisthecarIboughtlastyear．(Right)(V)NegativetransferinarticlesInChinesetherearenoarticles，SOChineselearnersoftenunconsciouslyomitarticlesinEnglish．Asaresult，someproblemssuchasnoarticles，theconfusionbetweenthedefinitearticleandtheindefinitearticle，themisuseoftheindefinitearticlebeforeuncountablenounswillcomeup．Forexample：(44)Sheworksincompany．(45)Ispentahourindoingmyhomework．(46)Thisisagirlwhowonthefirstprizeinthespeechcontest．(47)Couldyoulikeateaorwouldyoupreferacoffee?InExample(44)theindefinitearticleaismissing．InExample(45)thefirstletterhinthewordhasnopronunciation，hourispronouncedasavowel，thusanshouldbeused．InExample(46)theword驴，isfollowedbyallattributiveclause，SOtheshouldbeused．38 OntheApplicationofLanguageTransferTheorytoHigherVocationalCollegeEnglishCrr&tFll：narTeachingInExample(47)thewordsteaandcoffeeareuncountablenouns，ashouldnotbeused．Thereforeacupofteaandaglassofcoffeearethecorrectexpressions．4．3．4IntroducingContrastiveAnalysisasPartoftheTeachingandLearningProcessWhite(1986)indicatedifthefeaturesofthemotherlanguagewerenearlythesameaSthesecondlanguage，thepositivelanguage仃ansferoftenoccurred．InthecourseofapplyingpositivenativelanguagetransfertoEnglishgrammarstudy,itisimportanttotakeanappropriateteachingmethodwhichissuitableforthecharacteristicsofthelearner．Thereforeintheexperimentalclassweadoptcontrastiveanalysisaspartoftheteachingandlearningprocess．4⋯341TheProcessofChineseandEnglishContrastiveTeachingMethodIntheprocessofgrammarteaching,theteachershouldhelpthestudentsanalyzetwolanguagesandfindthesimilaritiesanddifferences．ThusthestudentsCangraspthegrammarmoreeasilyandavoidthenegativeeffectofmothertongue．Forexample：Whenlearningsentencestructureofsimplesentences，theteachershouldanalyzetheexpressionsofChineseandEnglish．Laterwhenlearningcomplexsentences，theteachershouldpayattentiontotheorderofmainclauseandsubordinateclauseandtheusageofcorrelativesubordinatoraSwell．Forexample,whenleamingsubjectclause，theteachershouldfocuson‘‘it’’，whichisusedaSaformalsubjeet,whereasinChinesethereisnosuchkindofsentencestructure．Meanwhileintheteachingclasstheteachershouldgetstudentstopractice嬲muchaspossibletograspthesentencestructure．InEnglishgrammar‘"it’’Canalsobeused鹤aformalsubjectwhichstandsfortime，weatheranddistance，“it"’Canbeusedtointroduceanemphaticsentencestructure嬲well．nledifferencesamongthemshouldbeemphasized．Forexample：(48)ItissurprisingthatMaryshouldhavewonthefirstplace．C‘it"’worked鹊aformsubjectinthesubjectclause)(49)ItisverywarmandwetinSouthChinathesedays．(“it"’standsforweather)(50)Itistwomilestothenearestpostofficefromhere．C‘it"’standsfordistance)(51)ItisMarythathaswonthefirstplace．C‘it"’isusedtointroduceanemphasis39 Chapter4DataAnalysisandDiscussion——-——————————————————————————————————————————————-——————^一一一sentence)．4．3．4．2PracticeofSentenceStructuresinDifferentFormsAftertheteacherpresentsthegrammarpoints，thestudentsshouldbetoldtodoalargenumberofexercisestoacquirewhathasbeentaught．Thecommonexercisesare觞follows：1．Makesentences(52)Itis⋯⋯that(who)⋯／t括Marythatmarriedalloldrichmarl．(53)Wordcamethat⋯肋耐camethatthegovernmentwilltakemeasurestolowerthepriceofhouse．2．Rewritesentences(54)Thegovernmenthaschangedtheschoolwhereheoncestudiedintoamuseum．1"heschoolwhereheoncestudiedwaschangedintoamuseillll．(55)Tomwentouttoplaythebasketballafterhefinishedthehomework．Havingfmishedthehomework，Tomwentouttoplaythebasketball．3．Correcterrors(56)BothsentencesarenotcorrectEnglish．NeithersentenceiscorrectEnglish．(57)Idon’tlikethiskindofapples．Idon’tlikethiskindofapple．4．Translatesentences(Ss)如果我是一只小鸟，我将在天空中飞翔。Iflwereabird，1wouldflyinthesky．(59)骄必败。Pridegoesbeforeafall．5．Combineeachpairofsentencestoproduceonesinglesentence(60)YoumusthavecompletetrustinUS．Itisessential． OntheApplicationofLanguageTransferTheorytoHigherVocationalCollegeEnglishCrram／llarTeachingItisessentialthatyoushouldhavecompletetrustinUS．(61)Didyoureallysaythat?Isittrue?Isittruethatyousaidthat?4⋯343DesigningandDoingSomeExercisesaboutVarietyofSentenceStructureFromtheperspectiveofsentencestructure，Englishsentencescanbedividedintosimplesentences，compoundsentencesandcomplexsentences．Simplesentencesareshortandsuccinct；compoundsentencesandcomplexsentencesarelong，buttheyCanexpressmoreinformationandindetails．ThereasonwhyweleamandteachEn幽shgrammaristhatwecanmakemorecorrectsentencesandthuscontributeto0111"speakingandwritingifwemasterit．Soafterweobtaintheknowledgeaboutmorphologyandsyntax，Weshoulddosomeexercisesaboutthevarietyofsentencestructures，thusourspokenandwrittenEnglishwillbedeveloped．Exercise：Pleasereadthefollowingpassage，whichtellsusabouthowBritishpoetJohnKeatslovedGreek1iterature：JohnKeatswasfascinatedbytheartandliteratureoftheancientworld．Justbeforehistwenty-firstbirthday,hereadGeorgeChapman’StranslationofHomer．Hewroteafamoussonnetonthesubject．Thenextyear,hevisitedtheElginMarbles．ThepainterBenjaminHaydonaccompaniedhim．Thisdevelopedhisenthusiasmstillfurther．Hewroteanothernotablepoemafterthevisit．ButhisGreecewasessentiallyaGreeceoftheimagination．ItWastheGreeceofJohnLempriere’SClassicalDictionary．Thishehadreadwhenyoung．HenevervisitedGreece．Aswecanseethatelevensimplesentencesareusedintheabovepassage．111emeaningisclearbutitisstraightforwardandisnotprominent．Moreoverthelogicalrelationshipsbetweenthesentencesarenotshown，whichseemslooseandmonotonous．Inordertomakethesentencesintheabovepassagericherandmorecolorful，somesimplesentenceswerechangedintocompoundorcomplexsentences．Therevisedversionisasfollows：AlthoughJohnKeatsWaSfascinatedbytheartandliteratureoftheancientworld，henevervisitedGreece．HisGreeceWasessentiallyaGreeceoftheimagination,inspiredbyhisearlyreadingofJohnLempriere’SClassicalDictionary．Justbeforehistwenty-firstbirthday,hereadGeorgeChapman’StranslationofHomer,allexperiencewhichinspiredoneofhismostfamoussonnets．HisenthusiasmWasfurtherdeveloped,inthefollowingyear,byavisittOtheElginMarbleswiththepainterB髓jaminHayon．41 Chapter4DataAnalysisandDiscussionAftertheuseofcompoundorcomplexsentences，thispassagehasonlyfoursentencesandisneithertoocomplicatednortoosimple．Furthermoreitemphasizesthemainideaandexpressesthesecondarymeaningandiseasytoreadmadunderstand．Thereforewhenthecompoundandcomplexsentenceshavebeenmastered，thestudentsshouldbetoldtodosomeexercisesaboutrewritingthepassagewhichisrichintoomanysimplesentences．Sometimessomeexercisesabouttheusageofnon-predicateverbs，prepositions，appositivesandabsoluteconstructionsinthepassageCanbeendesignedandpracticed．．．一一4．3．4．4HelpingtheStudentsDoSomeDiscourseTrainingExercises4．3．4．4．1HelpingtheStudentsAnalyzeSomeTexts．SentencesarethebasiclanguageunitswhichconstituteateXt．Thetexthascohesioninthesentencestructureandcoherenceinmeaning．SowhenlearningEnglishstudentsshouldreadsomegoodarticlesandtrytoanalyzethediscourse．HencethestudentswillbeawareofthedifferencesbetweenChineseandEnglishaboutparagraphs，thewordingofarticleideasanddiscoursemode。晒ellweanalyzethecharacteristicsoftopicsentencesandtheinherentlawsofcohesioninthetext，theChinesewayofthinkingandnegativeeffectwillberemovedandaregularcohesionwayinaccordancewithAmericansandBritishwil】beformed．4．3．4．4．2HelpingtheStudentsDosomeTrainingExercisesaboutTopicSentencesGenerallyspeaking,aparagraphdiscusses，illustratesordescribesonlyonemainideainanEnglishtext．Thetopicsentenceistosummarizethemainmeaning．W1lileiIlChinesetexts，peopledonotliketocomestraighttothepoint，andmeybeataboutthebush．DuetothenegativeeffectofChinese，thestudentsarenotusedtowritingtopicsentenceinmeirEnglishwriting，thereforemeyCannotfocusonthemainideainthewriting．111ecommonexerciseCanbe嬲follows：Exercise：Afterreadingthefollowingtext,selectthemostsuitabletopicsentencefromthethreechoicesfollowingit,andwritethesentencewhichyouhaveselectedintheblank．Thentrytoexplainwhyeachoftheothertwoisnotappropriate．①．Foronething，morethantenpercentofall“seniorcitizens’’intheUnitedStatesareextremelypoor．Asamatteroffact,recentstatisticssuggestthat42 OntheApplicationofLanguageTransferTheorytoHigherVocationalCollegeEnglishGrammarTeachingapproximatelyone-seventhofaUpeopleOVertheageofsixty-fivebelowthepovertylevel．Agedpeoplealsohavemorehealthyproblemsthanyoungerpeople．Athirdareaforconcernstemsfromthefactthatthepublictransportationhasnotbeendesignedwitholdpeopleinmind；theiractivitiesarelimitedtowhateveriswithinwalkingdistance．Andfinally,thereistheseparationfromfamily，whichcausesloneliness．Manyolderpeoplelivebythemselves(thatisparticularlytrueofwidowsanddivorcedwomen)．Andthentherearcthe“forgottenfivepercent"’，theolderpeoplewhohavebeeninstitutionalized-thatis．sentto“oldagehomes’’(sometimescalled‘"nursinghomes”)byfamilieswhoeithercannotorwillnottakecareofthem．ChooseaTopicSentenceA．SomeoftheolderpeopleintheUnitedStatesfaceanumberofseriousproblems．B．Oldageproblems．C．RetirementhomesintheUnitedStatesareadistance．DefendYourChoicea)Ididnotchoose———bt比auseb)Ididnotchoose——bⅨ捌Ilse：Key：ChooseAasthetopicsentence．Bistoogeneralandisnotacompletesentence．Cistoospecific．Besides，therearesomeotherwaystohelpthestudentsleamtowritetopicsentences．Firstthethemeoftheessaycanbelaidouttothestudentsandgetthemtodiscussingroupsandworkoutthetopicsentence．Secondthestudentsmaybeaskedtodosomeexercisestorearrangethedisorderedsentences．Lastthetopicsentencesineachparagrapharegivenandthestudentsareaskedtowriteacompositionaccordingtothetopicsentences．4．3．4．4．3HelpingtheStudentsDoSomeTrainingExercisesaboutConnectors111CET-4test，thestandardforevaluationstatesthatthecompositionshouldnotonlyfocusonthethemeandlanguageaccuracyandappropriateness，butalsoontheorganizationoftheessayandthecoherenceofsentences．ThereforeattheendofEnglishgrammarteachingandlearning，thestudentsshouldlearnhowtousetransitionalwords，logicalconnectors，grammaticalconnectorsandlexicalconnectorstoconnectthesentences．Onlybylongtimestudyandtrainingcanthestudentsovercomethenegativeeffectof‘‘‘meaningsoutweighforms”inChinesediscourse．SomeexerciseCallbeemployedtopracticecohesionandcoherenceinthetext．First，studentscalldosomeexercisesto“addsometransitionalwordstofocusonthelogicalrelation"’inthetextbelow．43 Chapter4DataAnalysisandDiscussionInthepasttwentyyearsorso，someundevelopedcountrieshaveincreasedtheirfoodproduction．Theirpopulationshaveatthesametimegrownfaster．Thestandardoflivinghasn’timproved．Theincreaseinfoodproductionhasbeenachievedattheexpenseofusingupmarginalland．Therehasbeennogainintheproductivityoflandlabor．Therevisedversionisasfollows：InthepasttwentyyearsorSO，someundevelopedcountl"-ieshaveincreasedtheirfoodproduction．Theirpopulations．however,haveatthesametimegrownfaster,andSOtheirstandardoflivinghasn’timproved．What’Smore．Ⅱ1eir—n一—-^increaseinfoodproductionhasbeenachievedattheexpenseofusingupmarginalland．Asaresult，therehasbeennogainintheproductivityoflandlabor．Second，inthereadingclass，theteachercallaskthestudentstodiscusstheusagesoftheconjunctions，prepositionsandnon-predicateverbsinthetextandclassifythemappropriatelyandtrytousethemintheirwriting．4．4AnalysisofPost-testResultsThepost·testistocontrasttheresultsofthewritingtest，theelTOrSoccurredinthewritingandthevarietyofwritingbetweenthecontrolclassandtheexperimentalclass．4．4．1OverallAnalysisofPost-testResultsTable4．1lPost-testResultsClassTotalExcellencenumberofMeanPassrateLowestHighestratethestudentsExperimental5012．985％11．8％814classControlclass509．979％8．1％712FromthestatisticsinTable4．11，wecanseethatthemean，thepassrateandtheexcellencerateareallincreasedintheexperimentalandcontrolclasses，especiallytheexcellencerate．Meanwhile，thedifferencebetweentheexperimentalandcontrolclassesinthepost-evaluationissignificantafteraperiodofapplyingContrastiveTeachingmethodtogrammarstudy．InClassone，themean，thepassrateandtheexcellencerateofpost-evaluationareallhigherthanthoseofclasstwo，amongwhichthemeanisthreepoints，thepassratesixpointshigher,andtheexcellencerateis3．7％higherthanthatof OntheApplicationofLanguageTransferTheorytoHigherVocationalCollegeEnglishCcrammarTeaching。——Classtwo．Thetestespeciallyshowsthatthehi曲estscorehasincreasedsignificantlyfromtenpointstofourteenpointsintheexperimentalclass，whileinthecontrolclassonlyfromelevenpointstotwelvepoints．Thetestshowsthattheteaching-methodintheexperimentalclassismoreeffectivethantraditionalmethodsingrammarteaching．InEnglishgrammaracquisition，thestudentsintheexperirnentalclasshaveimprovedthemselvesveryobviously．4．4．2AnalysisofGrammarErrorsofPost-testTable4．12GrammarErrorsofPost．test＼Clas$＼ExperimentalclassCon仃olclass∥＼FrequencyErrorPercentageFrequencyErrorPercentagepoints(％)points(％)Basicsentence1201310．801561710．89patternsSyntacticstructure1181815．301062l19．80Invertedsentences741621．60491836．70Attribute1352619．301393l22．30Adverbial1443322．9014l3424．10NoBnclause862023．30823239．OOAdjectiveclause1271814．201192117．60Adverbialclause1163126．701043432．70Subordinator1431812．591263931．00FromthestatisticsinTable4．12，wecanseethatthewriting1evelsofthetwoclasseshaveincreasedandtheerrorsarereduced，whiletheerrorsmadebytheexperimentalclassaremuchfewerthanthoseinthecontrolclassafteraboutfivemonths’grammarlearning．Meanwhilesimplesentencesarelessfrequentlyusedthanbeforeinthetwoclasses，especiallyintheexperimentalclass，wheremorecomplexandcompoundsentencesaremadeinsteadofsimplesentences．Itshowsthatthestudentsintheexperimentalclassdidnotdependonsimplesentencesasfrequentlyasthestudentsinthecontrolclass．Furthermoretheerrorsoccurredinthesimplesentencesarereducedinthetwoclasses，becausethestudentshaveacquiredtheusageofthebasicsentencepatternswiththe45 Chapter4DataAnalysisandDiscussionaccumulationofthestudents’knowledgeofgrammarandlanguageskills．Afterthecontrastiveteachingmethod，studentsintheexperimentalclasshaveaclearerunderstandingofvocabulary,syntaxanddiscourses仃uCture，thenumberoferrorsinthesyntacticstructurehasobviouslyreduced，whichcovers15．3％，wimareductionofabout8％，whileonly4％inthecontrolclass．MostofthestudentsintheexperimentalclassCanuse‘‘it"’asformalsubjectofthesentenceandthepassivesentencesskillfully．WhilemanystudentsinthecontrolclassstillCannothaveaclearunderstandingofEnglishsentencestructure，andtheyarenotaccustomedtousing‘”’asformalsubjectofthesentenceortousingthepassivesentences．TheteacherdidnothelpthestudentsinthecontrolclasscompareChineselanguagestnJa}ureandEnglishlanguage咖ct埘．e；asaresultChinesesentencesareoftenseenintheirwriting．Asweallknowadverbialclause谢mdifferentformsisusedwidelyinthewritingandtheorderinthesentenceisflexible，thereforeitisoneofthemostcomplicatedEnglishgrammaritems．ItisnecessaryforEnglishlearnerstousetheadverbialclause．FromTable4．12，wecanfindthattheadverbialclauseisusedmorefrequentlythanbeforeandthemistakesmeymadearefewer,especiallynotableintheexperimentalclass．IntheexperimentalclasseightadverbialsentencesareaddedandtheerrorpercentageiSreduced9．41，whilefivemoreadverbialclausesareusedandtheerrorshavediseased3．66％inthecontrolclass．Itshowsthatthetransfer-orientedteachingmethodcallencouragethestudentsusesuchkindofcomplicatedsentences缸ud亡uresasadverbialclause$．nleusesoftransitionalwordsandassociatedwordsinthetwoclasseshaveincreasedgreatly．Howevertheerrorpercentageisdifferent，whichhasdecreasedbymorethan20％intheexperimentalclassandabout1％inthecontrolclass．Itshowsthatthestudentsintheexperimentpaymoreattentiontothecoherenceofthecontentthankstothecontrastiveteachingmethod．Aftertheexperiment，anothersignificantchangeistheusagesofinvertedsentencesandnominalsentencesinthetwoclasses．Intheexperimentalclasstheinvertedsentencesandnominalsentencesweremorefrequentlyused，buttheerrorshaveatendencyofdeceasing．Thoughinthecontrolclasstheinvertedsentencesandnominalsentenceshaveincreased，buttheerrorshaveincreasedtoo．Obviouslythechangeoftheusageofthetwosentencesinthecontrolclassisnotsignificant．Fromthisaspectwe OntheApplicationofLanguageTransferTheorytoHigherVocationalCollegeEnglishCrrammal"Teachingcaninf打thatthecontrastiveteachingmethodintheexperimentalclassismoreeffectivethantraditionalmethodsingrammarteaching．Therelativelysmallchangesaftertheexperimentaretheusageofattributiveandattributiveclause(adjectiveclause)andadverbial．Fromtheerrorpercentageofthetwoclasses，theerrorshavedeceased，butthedecreaseisnotsignificant．FromtherefinedanalysisitCanbefoundthatthemulti—attributeisstillusedlessbuteasilyledtoerrorsinthecontrolclass．Howeverintheexperimentalclassthemulti—attributehasbeenmasteredandappliedwellthankstothepracticingingrammarclass．Table4．13DiversityofPost·testExperimentalclassContolclassActivesentence24330lPassivesentence9775Invertedsentence7449Complexsentence13296Compoundsentence10671Otherlongsentence3620Sentencestructure136104Subordinator143126Infmite132110NonfmiteVerbs8367Appositive28174．4．3AnalysisofDiversityinthePost-testTheauthormadearesearchaboutthediversityinthewriting，asisshowninT2Lble4．13．Beforetheexperimentthesituationaboutthediversityinthewritingisalmostthesame，whereactivesentencesandsimplesentencesareusedmoreoftenthanthepassivesentencesandcompoundorcomplexsentences．OnonehandwecaninferthatitisthenegativeeffectofChinesesentencestructureandthinkingwaythatleadtotheresult．theotherhanditshowsthatthecollegestudentslackthecorrectunderstandingofEnglishlanguagerulesandSOtheirawarenessofusingavarietyofsentencepatternsisnotstrong．Afterfivemonths’practice，thestudentsintheexperimentalclassareconsciousofchangingtheirsentencepatternandmorecompoundorcomplexsentences，invertedsentencesandnonfiniteverbsareusedintheirwriting．Theymadetheirefforts47 Chapter4DataAnalysisandDiscussiontoenrichtheirsentencepatternsandpaymoreattentiontosentencecoherence．Meanwhiletheyusemuchmoretransitionalwordsinwritingthanthestudentsinthecontrolclass．Insummary,aftertheexperimentalteaching，theauthorfindsthatthegrammarerrorsoccurredinmeirwritinghavebeenreduced．What’Smore，theauthorfindsthattheyCanexpresstheirideasindifferentkindsofwayandtheylearntopayattentiontothevarietyofsentencepatterns．AlthoughthetraditionalteachingwayCandevelopthestudents’grammarlevel，thecontrastiveteachingmethodismoreeffective．4．4．4AnalysisofInterviewResultsDuringtheinterviews，concreteeffectoftransfer-orientedteachingknowledgeaboutstudents’views．questionsintermsoftheroleofChineseandthemethodwereaskedtohaveamoreintensiveTheauthoraskedthefollowingfourquestions．a．Doyou廿1iIlkChineseknowledgeplaysanimportantroleinyourEnglishgrammarstudy7．Arethereanypositiveeffects?Whatarethey7．b．WhatkindofteachingmethodWasusedinyourmiddleschoolEnglishgrammarteachingclass?Didyoubenefitfromit?c．Doyout11iIll(EnglishteachershouldspeakEnglishallthewayorspeaksomeChinesewhenneededinEnglishgrammarteaching?d．DoyouminkChineseandEnglishcontrastiveteachingmethodcontributestoEnglishgrammarlearning?Ifyes，inwhataspects?Theresultsofinterviewscompletelycorrespond、Ⅳimthepreviousquestionnaireresults，whichliveuptotheauthor’Sexpectations．AlmostallofthetwelveintervieweesagreethatChineseplaysanimportantroleintheiracquisitionofEnglishgrammarstudy．Astlleymentioned，thecontributionofChineseinEnglishgrammarWasmainlyinvolvedinpartsofspeech，thebasicstructuresinsyntax，theadverbialclauseandsevenbasicsentencepatterns，etc．Thesecondquestionintheinterviewisdesignedtoexaminewhethertheyhavebenefitedfromthetraditionalgrammarteachingmethod．Unfortunatelyallofthemadmittedthatthetraditionalgrammarteachingmethodcouldnotarousetheirinterestingrammarstudy．AccordinglynleirgrammarCannotbedevelopedrapidly．ThethirdissueisabouttheirperspectivesontheappropriateuseofChineseinthe OntheApplicationofLanguageTransferTheorytoHigherVocationalCollegeEnglishG-TammarTeachingEnglishgrammarclass，whichturnsouttobequitesupportive．Andmeirideascouldbesummarizedasfollows：Englishshouldbethemaininstructivelanguageifpossible，whiletheappropriateuseofChineseshouldalsobenecessaryconsideringthecomprehensibilityofthestudents，theirmentalstateinclassaswellastheirefficiencyinlearning．Lastlyitisabouttheirviewsontransfer-orientedteachingmethod．EightstudentssaidbeforetheexperimenttlleyhadbeenconfusedaboutEnglishsentencepatterns，partsofspeech，adverbialclausebutaftertheexperimenttheygetathoroughunderstandingaboutthem．SomestudentsalsosaytheChineseandEnglishcontrastiveteachingmethodhelpsthemfindthesourcesoftheirerrors．HowevertheyalsoindicatemaybeconsiderableEnglishinputsaleneededtoremovealltheerrorsinthelongrun．Tosumup，theinterviewsshowthatinfivemonths’experimenttheChineseandEnglishcontrastiveteachingmethodissignificantlyeffectiveinEnglishsentencepatterns，partsofspeech,adverbialclause，topicsentencesandconnectorslearningjustastheirwritingtestshows，butnotsignificantinotheraspects．NeverthelesssuchkindofteachingmethodwillenhancetheirinterestinEnglishgrammarlearning．49 Chapter5Conclusion5ConclusionThischapterconcludesthepresentstudy．Wewillsummarizethemajorfindingsandpointoutthelimitationsofthepresentstudy．5．1MajorFindingsoftheStudyThisstudyismainlyfocusedontheanalysisoftheapplicationoftransfertheoryto11i曲vocationalcollegestudents．Usingquantitativeandqualitativeanalysis，thisstudyclarifiestheerrorsmainlyfrombasicsentences，invertedsentences，attribute，adverbial，clause，subordinator,andsyntacticstofindmeirdistributionandfrequency．Onthebasisofascientificdesignanddetaileddataanalyses，thefollowingfindingsCanbedrawnfromthepresentstudy．Firstly,theauthorfindsthattherearesomesimilaritiesinbasicsimplesentencepatterns，syntax，complexsentencesandpartsofspeechandSOonbetweenEnglishandChinese．MoreoversomedifferencesbetweenChineseandEnglishCanalsobefound．ForexampletherearesomedifferencesbetweenChineseandEnglishinconjunctions，tense，voice，attributiveclause，andarticlesandSOon．Secondly,theauthorfindsthattheappropriateuseofChineseintheEnglishgrammarclasstu／llSouttobequitesupportive．OnlyifthestudentsknowthesimilaritiesanddifferencesbetweenChineseandEnglishCantheyavoidthenegativeeffectofChineseandmakeuseofpositiveeffectofChinese．Thirdly,fromtheanalysisofthecollecteddatabeforeandaftertheexperiment，theauthorfindsthatlanguagetransfertheorydoeshelpinEnglishgrammarlearningandteaching．Thegrammarlevelofthestudentshasbeendevelopedenormouslywiththehelpoftransfer-orientedtheory．Fourthly,theauthorfindsthatthecontrastiveteachingmethodismoreeffectivethanthetraditionalone．ResultsofthestudyfindthatChineseHigherVocationalCollegestudentsareaffectedbyChineselanguagetransferingrammaracquisition．ButaftertheapplicationoftheChineseandEnglisheontrastiveteachingmethod，studentsknowthedifferencesandsimilaritiesbetweenChinesegrammarandEnglishgrammarintermsofsubstance，lexis，syntaxanddiscoursefromlinguisticandculturalperspective．AsaresulttheylearnhowtoremovethenegativeeffectofChineselanguageandmakeuseofthepositiveeffectofChineselanguageinstead． OntheApplicationofLanguageTransferTheorytoHigherVocationalCollegeEnglishCrranlnlarTeachingIntermsofcontrastiveteachingmethod，inEnglishgrammarlearningandteaching,theteachershouldhelpthestudentsunderstandthedifferencesandsimilaritiesbetweenChineseandEnglishgrammar．AccordinglytheteachercailhelpthemreducethenegativetransferofthenativelanguageandapplypositivetransfertoEnglishgrammarteaching．Moreovermoreexercisesabouttextshouldbedoneingrammarteaching．’．‘LasttheauthorfindsthatgrammarteachingCanbeconductedtogetherwithlistening，speaking,readingandwritingteaching．MoreEnglishinputsareneededtodevelopmeirgrammarlevelinthelongrun．Forthegreatdifferencesinlinguisticpoints，modesofexpressionandinthewaysofthinkingcauseconfusionsandadddifficultiestoChinesehighervocationalcollegestudents’learninggrammar．5．2LimitationsofthePresentStudyIhavetoadmitthatthethesismaynotbeall-round．111elimitationsareasfollows：Firstly,researchdesignisnotaspreciseasexpectedduetotheauthor’slimitedpsychologicalknowledgeandeducationalresearchexperience．Forexample，controllingunrelatedvariables，suchasenvironmentalfactors，wasnotwellmanaged．Secondly,thevarietyofthesubjectsisnotverylarge．刀陀participantsinthestudyarejustfromEnglishmajorsinonegrade．Andforfurtherstudy,theexperimentCanbemadeindifferentgradesindifferentmajors．Itmaybecalleddiachronicstudy．Tllisbndofresearchmaydrawamoreintegratedanddependableconclusionconcerningthegrammarerrors．Thirdly,Ianlnotabletoincludeallfactorsthatleadtothedevelopmentingrammarstudyofthestudents．Theremaybeotherfactorssuchaslearners’personalities，attitudesandmotivationbesidestheChineseandEnglisheontrastiveteachingmethodthatcontributestothegrammarstudyofthestudents．Itisclearthatthisresearchisfarfromcomprehensivethanitisbelievedtobe．Ⅵmatisstudiedinthispaperisnotperfectenoughandfurtherresearchisrequired．51 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References西北大学苏留华(2000)，母语迁移对第二语言学习的影响，《北京第二外国语学院学报》(4)：44-52。史蓓蓓(2009)，汉语在高职英语教学中的作用，《改革与开放》(12)：P218王立非(2000)，《对比分析研究及其在外语教学中的应用》。杨自俭编，英汉语比较与翻译上海外语教育出版社。王力(1985)，《中国语法理论》。山东：山东教育出版社。王宗炎(1985)，《语言问题探索》，上海：上海外语教育出版社。韦桂明(2011)，有效把握母语的正迁移，《外语教学与研究》(53)：112-113。许余龙(2002)《对比语言学》，上海：上海外语教育出版社。一俞理明(2004)，《语言迁移与二语习得一回顾、反思和研究》。上海：外语教育出版章振邦(2009)，《新篇英语语法教程》，上海：上海外语教育出版社。郑晓华(2011)，语言负向迁移与高职学生英语语法教学：(硕士学位论文)。山东：山东师范大学张坚(1999)，促进母语在英语写作中的正迁移，《北京第二外国语学院学报》，(1)：18—20张道真(2002)，《实用英语语法》，北京：外语教学与研究出版社。赵燕宁(2004)，汉英比较在英语教学中的运用，《安徽工业大学学报》，(1)：101-102 OntheApplicationofLanguageTransferTheorytoHigherVocationalCollegeEnglishGrammarTeachingAppendicesAppendixIQuestionnaire汉语对英语语法学习有帮助吗?请您根据自己的实际情况认真填写，谢谢合作。1．上英语语法课，您认为教师用全英语授课还是借助汉语授课好?A．全英语授课B．借助汉语2．你认为汉语语法和英语语法有共同性吗?A．有B．没有3．根据您的观点，在英语语法学习中，您对汉语语法的依靠程度为：A．完全依靠B．基本依靠C．不依靠D．不知道4．您在学习英语七种基本句型(S+V，S+V+C，S+V+A，S+V+O，S+V+0+A，S+V+O+C，S+V+O+O)时，您对汉语的依靠程度为：A．完全依靠B．基本依靠C．不依靠D．不知道5．您在学习英语的词法分类(如名词，动词，形容词，副词等)时，您对汉语的依靠程度为：咖A．完全依靠B．基本依靠C．不依靠D．不知道6．您在学习英语状语从旬时，您掌握的汉语状语从句知识对您的影响为：A．很大B．不大C．很小D．不知道7．您在学习英语定语从句时，您掌握的汉语的定语后置知识对您的影响为：A．很大B．不大C．很小D．不知道8．在英语被动语态学习中，您意识到英语比汉语更多地运用被动结构吗?A．意识到B．没有意识到9．您认为汉语知识有助于哪方面英语的学习?A．英语语音B．英语语法C．英语词汇D．以上都不是10．在英语语法学习时，您认为汉语对英语语法学习能起到积极作用吗?A．能B．不能C．不知道55 AppendicesAppendixIIThe0utlineoftheInterview1．汉语对您的英语语法学习有影响吗?能起到积极作用吗?若有，表现在哪些方面?2．您中学老师在教授英语语法时，常采用什么方法呢?3．英语语法课上，您认为老师应该采用全英语授课还是适当应用中文?一4．您认为英汉对比教学法有助于英语语法学习吗?体现在哪些方面? OntheApplicationofLanguageTransferTheorytOHigherVocationalCollegeEnglishGrammarTeaching’AppendixHIWritingTestPre-testWriting2011年6月大学英语四级真题Part1writingOominutes)Directions：Forthispart，youareallowed30minutestowriteashortessayonthetopicofOnlineShopping．Youshouldwriteatleast120wordsfollowingtheoutlinegivenbelow：1．现在网上购物己成为一种时尚2．网上购物有很多好处，但也有不少问题3．我的建议Post-testWriting2011年12月大学英语四级真题PartIWritingOOminutes)Directions：Forthispart，youaleallowed30minutestowriteashortessayentitledNothingSucceedsWithoutaStrongWillbycommentingonthehumoroussaying，”Quittingsmokingistheeasiestthingintheworld．I"vedoneithundredsoftimes．”Youshouldwriteatleast120wordsbutnomorethan180words．WhereThereIsaWillThereIsaWay1．坚强的意志是成功的重要保证。2．意志坚定的人才能完成伟大的使命。3．学生也是这样，不刻苦学习，终究不会成为有用之才57 PublicationWenZhaoying(2011)．ChinesePositiveEffectandEnglishTeachingStrategy．JournalofLanzhouInstituteofEducation．30，59·6058 AcknowledgementsFirstly,mysincerethanksgotomysupervisorAssociateProfessorZhaoXiaodongforhissupervisioninthefulfillmentofmythesis．Itishisprofoundknowledge，patientinstructionandconstantencouragementthathavehelpedmeovercomethedifficultiesIhavehadinthecourseofwritingthisthesis．Secondly,mythanksextendtoalltheteachersintheEnglishDepartmentofDMU，towhomIcontributemuchofmyknowledgeinEnglishGrammar,SecondLanguageAcquisition，TeachingandResearchMethods．Thirdly,Ifeelgratefultomystudentswhoanswermyquestionnaireandinterviewquestionsseriously．Withouttheircooperationandsupport，1wouldnotbeabletocompletethisthesis．Lastbutnotleast，mythankswouldgotomybelovedfamilywhostoodbymeas1workedonthisthesis．59 Resume姓名性别出生日期温招英女1974年lO月13日获学士学位专业及门类英语教育获学士学位单位福建师范大学获硕士学位专业及门类外国语言学及应用语言学获硕士学位单位大连海事大学通信地址邮政编码电子邮箱厦门市集美区印斗路银盛里56号40136102ljulie737425@163．com6l