成人英语学习中的语法迁移研究

论文摘要

虽然语言迁移长期以来一直是应用语言学、二语习得和英语教学中颇有争议的话题(Odlin,1989),但却是二语习得研究中的根本性问题。迁移表现在多个语言层面上,本文旨在通过课堂观察、问卷、汉英翻译和句子重组四种研究方法探究成人英语学习中的语法迁移现象,从而得出对成人英语教学的一些启示。论文第一章引入语言迁移的定义及其表现形式,详尽回顾了语言迁移在西方二语习得研究领域中的发展历程,同时阐述了标记性作为一种制约因素对语言迁移的解释。最后,提出本研究的一般性假设:在中国成人英语学习中,汉语中无标记的语法特征易于迁移而汉语中有标记的语法特征不易迁移。因此,第二章从标记性的角度对具体英汉语法特征进行了对比研究。为了进一步探究英汉具体语法特征的标记性与迁移之间的关系,本研究的一般性假设在英汉形态和句法标志性差异的基础上得到具体化。本文研究数据源于中国普通职业技术学校中等水平成人英语学习者,通过划分英语产出中的语法错误类型,分析汉英翻译及句子重组的结果,证实了成人英语学习中语法迁移的存在,基本验证了标记性差异对语法迁移的预测能力。同时,在调查结果的基础上提出对成人英语教学的几点启示,以提高成人英语教学和学习的效率。

论文目录

• Abstract
• 摘要
• Introduction
• 0.1 Background of the Study
• 0.2 Significance of the Study
• 0.3 Research Objective and GeneralAssumption
• 0.4 Organization of theThesis
• 0.5 KeyTerms inThis thesis
• Chapter 1 Overview on LanguageTransfer
• 1.1 Definition of Language Transfer
• 1.2 Manifestations of Language Transfer
• 1.2.1 Errors
• 1.2.2 Avoidance
• 1.2.3 Over-use
• 1.2.4 Facilitation （PositiveTransfer）
• 1.2.5 Summary
• 1.3 Historical Development of Language Transfer Studies in SLADomain
• 1.3.1 Behaviorist Position
• 1.3.2 ContrastiveAnalysis （CA）
• 1.3.3 Mentalist Position
• 1.3.4 ErrorAnalysis （EA）
• 1.3.5 Current Studies of Constraints on Language Transfer
• 1.3.6 Summaryof Language Transfer Studies in SLADomain
• 1.4 Markedness and Language Transfer
• 1.4.1 Historical Development of MarkednessTheories
• 1.4.2 Definition of Linguistic Markedness in SLADomain
• 1.4.3 Criteria for Marked/Unmarked Distinction
• 1.4.4 Studies of Markedness and L1Transfer
• 1.4.5 Studies of Markedness in China
• 1.4.6 GeneralAssumption of theThesis
• Chapter 2 A Contrastive study of Chinese and English Grammatical Features in Terms of Markedness
• 2.1 Introduction
• 2.2 AContrastive Study of Morphological Features
• 2.2.1 Tense and Aspect
• 2.2.2 Number
• 2.2.3 Case
• 2.2.4 Articles
• 2.2.5 Derivation
• 2.2.6 Summary
• 2.3 AContrastive Study of Syntactic Features
• 2.3.1 Sentence Structure
• 2.3.1.1 Hypotaxis vs. Parataxis
• 2.3.1.2 Conjunctive Structure
• 2.3.1.3 Topic-prominent vs. Subject-prominent
• 2.3.2 Negation
• 2.3.3 Word Order
• 2.3.4 Relative Clause
• 2.3.5 Be
• 2.4 Summaryand SpecificAssumptions
• Chapter 3 Research Design
• 3.1 Research Objectives
• 3.2 Participants
• 3.3 Instruments
• 3.3.1 Classroom Observation
• 3.3.2 Questionnaire
• 3.3.3 C-ETranslationTask
• 3.3.4 Sentence RearrangementTask
• 3.4 Data Collection
• 3.5 Summary
• Chapter 4 Results and Discussions
• 4.1 Results of Classroom Observation
• 4.1.1 Tense andAspect
• 4.1.2 Articles
• 4.1.3 Derivation
• 4.1.4 Concord
• 4.1.5 Lack of Control of Be
• 4.1.6 OtherTypes
• 4.2 Results of Questionnaire
• 4.2.1 Personal Information
• 4.2.2 Multiple-Choice Items
• 4.3 Results of C-ETranslationTask
• 4.3.1 Item 1
• 4.3.2 Item 2
• 4.3.3 Item 3
• 4.3.4 Item 4
• 4.3.5 Item 5
• 4.3.6 Item 6
• 4.3.7 Item 7
• 4.4 Results of Sentence RearrangementTask
• 4.4.1 Item 8
• 4.4.2 Item 9
• 4.4.3 Item 10
• 4.5 Discussions of the Results
• 4.5.1 Discussion of the Results of Classroom Observation
• 4.5.2 Discussion of the Results of Questionnaire
• 4.5.3 Discussion of the Results of C-E Translation and Sentence Rearrangement
• 4.6 Pedagogical Implications
• 4.6.1 Incorporate ContrastiveAnalysis into Classroom Instruction
• 4.6.2 Provide Effective Feedback toTransfer Errors
• 4.6.3 Make Proper Use of L1
• 4.6.4 Tryto Create an English Environment
• 4.6.5 Foster Learners’Integrative Motivation
• 4.7 Summary
• Conclusion
• Bibliography
• Appendix Ⅰ
• Appendix Ⅱ
• Appendix Ⅲ
• Acknowledgements