从句法角度看大学英语写作中的汉语负迁移

从句法角度看大学英语写作中的汉语负迁移
从句法角度看大学英语写作中的汉语负迁移

从句法角度看大学英语写作中的汉语负迁移

摘要:

英语写作是对学习者综合能力的测试。许多学习者对此感到很困难。在大学英语四级考试中,考生的作文成绩并不理想。有观点指出母语负迁移是导致这一现象的重要因

素。为验证这一说法,笔者对本校大一非英语专业学生的作文进行抽样,从句法的角度进行错误分析,以期时英语写作教学有所启示

关键词:大学英语写作汉语负迁移句法

引言

对于以英语作为第二语台的中国大学生而言,通过国家组织的公共英语四级考试是他们的一个短期目标。在四级考试中,写作是对应试者综合能力的一种测试,且占有举足轻重的地位。国家教育部规定,如考试中写作成绩为零,此试卷做不及格处理。然而,一直以来,学生的写作水平并不令人满意。据相关人事透露在四级考试中,学生的作文平均分通常仅有5-6分,有些地区甚至更低。造成这一现象无疑是多方面共同作用的结果。有人提出母语负迁移是其中一个重要因素。为验证这一说法,笔者对本校非英语专业大一学生的作文进行抽样,从句法层面进行错误分析,以期对英语写作教学有所启示。文章首先回顾了有关迁移的理论,介绍了大学英语写作要求,然后对本次抽样的过程和结果进行介绍说明。

一、迁移理论回顾

母语迁移是二语习得中的一个普遍现象,它是指学习者原有知识对新知识学习发牛影响的现象。+}在学习第_语言的过程中,是指其付语对二语习得的影响。对迁移的研究最早

始于二十世纪四五十年代的美国。1957年Lado在其出版的《跨文化的语言学》中指出:学习者经常会将母语的结构、词语顺序和意义迁移到外语中。

母语迁移包括下迁移和负迁移两个方面。对二语习得过程起推动作用的是正迁移,反之,起阻碍作用的是负迁移。[a7在学习过程中应积极促进正迁移避免负迁移。但在什么情况下会发生正迁移,什么情况下会产牛负迁移?怎样刁一能促进正迁移避免负迁移呢?许多学者对此进行了实验研究:行为主义认为,语言习得的过程就是1种习惯的形成过程。_几语习得过程被认为是克服母语习惯以形成新的目的语习.质的过程。[z!第二语言习得行为主义心理学的研究主要集中于刺激和反应的相似性对迁移的影响。它认为当两种语言中的刺激或反应在某一方面相同,那么这种相同性能促进外语学习中语言习惯的形成,这就是我们说的正迁移:两种语言的不同刺激或反应在某方面既有区别又有联系时,外语学习者倾向于用母语

的表达或理解方式来代替外语中表达或理解方式,造成影响外语学习的负面迁移。f31 目前较普遍的认识是:最初的学习内容和之后的学习内容相似性越大,就越容易发生正迁移,反之,则容易产生负迁移。[al就具体的语言迁移而言,则取决于两种语言的特征。如,英语和法语都属于拉丁语系,语言的共同成分较多,则容易发生正迁移;而汉语属于印藏语系,同英语的相异成分居多,则容易发生负迁移。Ellis(1994)在书中曾指出:Grauberg在1971年调查以母语为德语的学生,发现母语引起的负语用迁移错误占语言错误的36% , Chau 研究发现中国人负语用迁移引起的错误占语言错误的51%o Mukkatash1977年研究表明,阿拉伯人由母语引起的负语用迁移错误占语言错误的23% , Flink1980年研究西班牙人发现,其负语用迁移错误占语言错误的31%0 ['[由此可见,中国学生的英语学习中不可避免地会较多的发生阻碍学习的负迁移。

由于中国学生大都是在初中阶段开始学习英语,这一时期,学生的母语即汉语已经到达相当熟练的程度。根据Ausubel的认知理论,学习要通过一系列将新知识与头脑中已存在的旧知识相联系的有意义的过程才能发生,即任何有意义的学习都是在原有学习的基础上进行的,那么有意义的学习中一定有迁移。[5因此,在其英语的学习过程中,母语作为一种原有经验,是新的语言学习的一种认知上的准备,不可避时,教师应指导学生多看范文,取其

精华,但又不要因此使思路受到禁锢。

5.提高学生认知社会能力和对社会问题的敏锐度。

在社会发生着日新月异变化的今大,躲在象牙塔里“两耳不闻窗外事,一心只读圣贤书”已经不符合社会对教育的要

求,我们教育的目的是学以致用,而不是去写百无一用的“八股文”。综观近几年的四级作文,我们可以看出作文命题与社会现实息息相关,对学生认识社会、参与社会意识的能力和判断力、辨证思维的能力都有较高的要求。所以,学生应“读以致用,学以致用”,多读书,多参与社会实践,创造性地运用所学知识和技能,提高独u:思考和解决问题的能力,这样才能提高写作能力,变考试中的被动为主动,才能使自己在学习上和测试中游刃有余。

五、结语

语言测试是为检测语言教学和语言学习的效果而产生的一门新的学科。从诞生之日起,语言测试与语言教学和语言学习便密不可分。写作测试是英语教学过程中的重要环节,它是衡量教学效果的一个测量工具。它能有效评估写作教学效果和写作教学质量,同时它也能挖掘出现有写作教学中的问题与不足,并为写作教学的发展提供了方向。

参考文献:

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[4」宋晓英.从大学英语写作测试到写作教学的思考仁J].

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[5]翁平,覃红.从测试学角度看CET写作能力的要求〔J].

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分册第二版[M].北京:清华大学出版社,2006.

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