湘方言对英语发音的负迁移影响及对策
经过阅读理解，读者就很容易记住了它的涵义和象征意义。当记住生词后，下次出现时在进行交际的认知—推理过程中所付出的努力小，关联性相对来说越大，从而达到较好的交际效果，能够成功交际。在读完整篇小说以后，读者成功记住了scarlet A 的涵义和象征意义。
结语
通过以上结合关联理论和《红字》中scarlet A 的涵
义和象征意义分析通过阅读习得词汇的四个理论依据，凸显出阅读是学习词汇的和二语习得的重要手段和策略。
参考文献
[1] Deidre Wilson. 关联与交际[J]. 现代外语，2002(2).
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[ ] 刘国辉. 关联理论的回顾与思考[J]. 四川师范学院学报，
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[9] 梅晓宇. 关联与二语词汇习得[D]. 上海:上海外国语大学，200 . [10] 苗兴伟. 关联理论与认知语境[J]. 外语学刊，199 ( ).[11] 纳撒尼尔·霍桑. 红字[M]. 北京：清华大学出版社，2009.[12] 熊学亮. 认知语用学概论[M]. 上海:上海外语教育出版社，1999.[1 ] 寻明. 二语词汇习得途径探究[J]. 外语界，200 (1).
[1 ] 尹春霞. 试论关联理论与二语词汇习得[J]. 琼州学院学报，
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Relevance Theory and Research in Second
Language Vocabulary Acquisition
Abstract: Based on Relevance Theory, this paper analyzes the four theoretical basis of learning vocabulary through reading together with the implication and the symbolic meanings of scarlet A in The Scarlet Letter . The paper studies the Relevance Theory and the second language vocabulary acquisition to display that reading is an important strategy for the second language vocabulary acquisition.
Key words: relevance theory; scarlet letter A; reading; second language vocabulary acquisition
作者简介：雷晓亮，硕士研究生。研究方向：英语学科教学。
3
of difficulties have occured when Hunanese begin to learn English pronunciation. They articulate their vowel sounds in their own dialectal way. When they pronounced the English vowels, they tried to make it by their accustomed articulated patterns. Or they took a similar sound just as the same one.
For those students, they mistook the sound /f/ and /n/. They would pronounce the word life /na?f/ and conversely knife as /l ai f/. Also, they pronounce the word five as /h ? v/, fly as /h l ai/……In this way, they always mistook the pronunciation of the words. It’s not really good for their English speaking and listening. The following are some phonetics presented:
Words pronunciations
Name /l ei m/
Knife /l ai h/
Light /n ai t/
Night /l ai t/
They would pronounce “last night” as /n a: s t n ai t/, /l a: s t l ai t/ or /n a: s t l ai t/.
Fly /h l ai/
Life /n ai h/
Fix /h i k s/
Who /f u:/
It would cause a lot of confusion when they speak English to communicate with others. Even foreigners would be confused.
3. The Way the Problems Are Created
The occurrence of everything has its specific reasons. The pronunciations have no exception.
3.1 Analysis from the aspect of articulate phonetics
The speakers can’t make the difference between the pronunciations of English / n/ and / l/. In our phonetic book, we have learned / n/ is an alveolar nasal consonant. But / l/ is an alveolar liquid. Phonologically, in producing / n/, the tip and the rimes of the tongue are in contact with the upper alveolar ridge and side teeth. The soft palate is lowed so as to let the air escape from the nasal cavity. / l/ is produced with the soft palate raised and the tip of the tongue in contact with the upper teeth ridge, letting the air escape on both sides and one side.
/f/ is a labial-dental fricative while / h/ is a glottal fricative. Phonologically, when pronouncing /f/, we press the upper teeth against the lower lip, narrowing the air passage, causing the air to pass in a continuous stream between the lips and teeth, when making a voiceless continuant, raise the soft palate, do not vibrate the vocal cords. As for /h/, we keep the mouth well open, keep the tongue in position for the vowel sound, then instantly allow the air stream to pass though the wide-open glottis, and raise the soft palate, but do not vibrate the vocal cords.
They do not distinguish the patterns clearly. The places of their articulation are wrong. So, errors occur.
3.2 Analysis of Xiang dialect and its negative transfer to English phonemes.
In Xiang dialect, / l/ and / n/ are just two allophones. But in English it’s two different phonemes which are pronounced distinctively. It’s the same case with /f/ and /h/.
In their speech they do not always distinguish them. For example: they say吃饭(have meals) like chihuan in Putonghua. It changed the sound /f/ to /h/. Also, they pronounce 回家(go home) as feijia. Here is a little story, and happened when I was a sophomore. One day, there was a party held by our students union, after it had ended, our teacher said: “等一下，还要搬花。” (‘please wait a moment’, we need to move those flowers.) He pronounced the last two words: “banfa”. We all thought he wanted to give us an award for a perfect party. Everyone got very excited! But it was just a misunderstanding!
English and Chinese are two different languages. But the sound systems have something in common. However, they are very different in pronunciation. Since Xiang pronunciation has become part of their life, they take the phonomics and intonation of Chinese pronunciation into the English language unconsciously.
Though contrastive analysis of language transfer has deficits of one or another kind, it’s also a useful method in language acquisition, as Fries (1945:259) says: “…the most effective materials for second language teaching are based upon a scientific description of the language to be learned, which are carefully compared with a parallel description of the native language of the learners.”
4. Countermeasures for the Problems
4.1 The teachers should have good pronunciation. Only if the teachers pronounce correctly, will the student learn it correctly.
4.2 The teachers should help students to cultivate their confidence. They should not always correct students’ errors and always blame them. It’s also a good way for teachers to encourage students to strive bravely in their learning of english.
4.3 The teachers should help students to analyze the
收稿日期：2011-1-13
differences of their dialect and of English phonemes. As Array Fries said：“… The most effective materials for second
language teaching are based upon a scientific description
of the language to be learned, carefully compared with
a parallel description of the native language of the
learners.”
4.4 Practice makes perfect. The students should
practice and practice to improve their English
pronunciation.
5. Conclusion
The first language plays an irresistible role in the
second language acquisition. This article simply describes
the two pairs of problems in English pronunciation,
and analyzes the differences between Xiang dialect and
English phonemes. Finally, it gives several suggestions to
those language learners in second language acquisition.
There are some shortcomings in the article because of
the author’s shortage of knowledge. Further studies are
needed in this field.
参考文献
[1] Ellis, R. Understanding Second Language Acquisition[M]. Oxford:
Oxford University Press,1985.
[2] Fries, C. Teaching and Learning English as a Foreign Language Array [M]. Michigan: University of Michigan Press,1945.
[ ] 戴伟栋. 新编简明英语语言学教程[M]. 上海：上海外语教育出
版社，2002.
[ ] 李静. 普通话水平测试教程[M]. 长沙：湖南教育电子出版社，
2002.
[ ] 周考成. 英语语音学引论[M]. 成都：四川大学出版社，2002.
Abstract: English is the most widely used language
in the world, and has become more and more popular
in our country. In the process of learning English as
the second language, our native language now plays an
irresistible role. One kind is positive transfer and the
other is negative transfer. Since the author has studied for
four years in Hunan Province, an abundance of wrong
phonemes pronounced by those who speak with a Xiang
dialect in English, has been noticed. In this article, through
the contrastive analysis of Xiang dialect and English
phonemes, the author mainly studies the negative transfer
of some pronunciations of Xiang dialect in second language
acquisition. And in the last part of the article, some
countermeasures are presented to help students who speak
with a Xiang dialect to master the English pronunciation.
Key words: Xiang dialect; second language acquisition;
negative transfer
作者简介：罗 虹，教授，硕士生导师。研究方向：语言学与美国文学。
*基金项目：湖北省教育厅人文社会科学研究项目“少数民族外语教育的文
化生态环境与发展策略研究”（QSY09053）。
湘方言对英语发音的负迁移影响及对策
作者：雷晓亮
作者单位：陕西师范大学外国语学院
刊名：
英语广场(下旬刊)
英文刊名：ENGLISH SQUARE
年，卷(期)：2011(3)
参考文献(5条)
1.周考成英语语音学引论 2002
2.李静普通话水平测试教程 2002
3.戴伟栋新编简明英语语言学教程 2002
4.Fries C Teaching and Learning English as a Foreign Language 1945
5.Ellis R Understanding Second Language Acquisidon 1985
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