汉语语法负迁移对高职英语语法教学的影响及对策 (1)

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汉语负迁移对英语语法学习的影响及其对策

汉语负迁移对英语语法学习的影响及其对策一、引言在英语教学中，语言形式的对错越来越不被重视。

不少人认为，只要不影响交际，犯一点语法错误也没关系。

因此语法教学一度被极大地淡化。

试想，在中国这样一个非母语的弱势交际环境中学习英语，脱离对语言形式，文化差异的把握，能学好英语吗？在我国，不存在为什么要学英语语法的问题，而是要重视如何有效地在汉语环境中学好英语语法。

二、理论依据第二语言习得研究表明，在语言学习过程中，学习者已获得的知识、技能、学习方法对新知识、新技能和新问题产生的影响，被称为“学习迁移”。

奥苏贝尔的认知结构迁移理论认为，一切有意义的学习必然包括迁移，迁移是以认知结构为中介进行的，学习所获得的新经验，通过影响原有认知结构的有关特征影响新学习。

迁移理论指出，促进新知识学习的迁移称为“正迁移”。

反之，起阻碍作用，产生消极影响的迁移称为“负迁移”。

中国学生所学的英语一般与汉语分属不同的语系，其语法系统与汉语相差甚远，学习者若不能敏锐地把握英汉学习材料之间的结合点，并不能由此及彼地进行分类与组合，使习得的知识经验系统化，在学习中很容易产生负迁移。

事实上，中国学生在语法学习中产生的很多错误，究其根源主要是汉语负迁移对英语语法学习的影响。

笔者现从英语语法的核心和思维方式入手，将其整理如下：三、汉语负迁移对英语语法学习的影响（一）汉语对学习英语句子结构的负迁移1.英语句子成份残缺我国的中学生在初学英语时，已有坚实的汉语基础，熟知汉语的一套表达习惯和语法结构。

由于他们处于非英语为母语的学习环境，当学习目标与其学习程度出现力不从心时，他们自然会依赖母语来推测句子结构、组织句子。

从而完全忽视英语本身基本句型的结构，造成英语句子成份残缺。

2.连词的误用与漏用汉语语法中的连词，是表示并列、因果、转折等逻辑关系的词。

关联词可单独使用，也可成对搭配使用。

如：“因为那天晚上没有共交车，所以我们不得不步行回家。

”而英语语法结构侧重逻辑性。

浅析在高职高专学生英语教学中的正负迁移作用

浅析在高职高专学生英语教学中的正负迁移作用1. 引言1.1 研究背景近年来，随着高职高专教育的普及和国际交流的增加，对高职高专学生英语教学的重视度也在逐渐提高。

由于学生在接受英语教育的过程中存在正负迁移现象，影响了他们的学习效果和语言能力的提升。

深入研究在高职高专学生英语教学中的正负迁移作用，对于促进学生的英语学习，提高教学质量具有重要意义。

在英语教学中，正负迁移是一个普遍存在的现象。

正迁移指学生所掌握的某种语言结构、词汇等对学习新知识或新技能具有积极促进作用，帮助学生更快地理解和掌握新知识。

而负迁移则是指学生已掌握的语言习惯或错误对学习新知识造成了障碍，影响学习效果。

了解正负迁移在高职高专学生英语教学中的作用及影响因素，有助于教师更好地设计教学内容和方法，引导学生克服负迁移，提高学习效果。

针对这一问题，本文将对在高职高专学生英语教学中的正负迁移作用进行探讨，旨在为提升学生英语学习能力提供理论参考与指导。

1.2 研究目的高职高专学生英语教学中的正负迁移作用是一个备受关注的话题。

本文旨在通过对正迁移和负迁移在高职高专学生英语学习中的作用进行分析，探讨其影响因素以及调控策略，从而为提高学生英语学习效果提供参考。

在英语教学中，正迁移可以促进学生的语言学习和运用能力的提升，而负迁移则可能产生误解和错误使用语言的情况。

研究正负迁移在高职高专学生英语教学中的作用和影响因素对于教学实践具有重要意义。

本文旨在深入探讨正负迁移对高职高专学生英语学习的影响，找出影响因素，并提出相应的调控策略，以期对提高学生英语学习效果有所帮助。

是为了更好地了解在高职高专学生英语教学中正负迁移现象的特点和作用，为教学实践提供理论支持和借鉴。

1.3 研究意义在高职高专学生英语教学中，正负迁移作用是一个备受关注的问题。

研究正负迁移对学生英语学习的影响具有重要的意义。

了解正负迁移对学生英语学习的具体作用，可以帮助教师更好地制定教学策略，提高学生的学习效果。

汉语对英语词汇学习的负迁移影响及应对策略

汉语对英语词汇学习的负迁移影响及应对策略【摘要】在第二语言的学习过程中，母语会对其产生一定的负面影响，即负迁移作用。

尽管有很多英语词汇与汉语词汇的意思相同或相近，但其内涵与用法却又有很大的不同，这就阻碍并影响着中国学生对英语的学习以及对英语词汇的精准理解。

通过对其本质和产生因素的认识，对两者进行系统的对比研究，旨在找出负迁移作用的条件，提出相应的应对策略，尽量避免负迁移产生的影响，促进英语学习。

【关键词】英语词汇学习；负迁移；应对策略词汇、语音和语法三大要素组成了语言。

作为语言活动的基础，词汇在英语学习的过程中占据着举足轻重的地位。

因此，学生对词汇的学习也非常重视，通常都会花大量的时间记忆单词，但在实际运用中效果却不尽如人意。

造成这种结果的其中一个重要原因就是中国学生在学习英语的时候往往会受到来自母语的影响，他们常常不可避免地把汉语的一些习惯用法和思维模式套用到英语当中，即受到母语的负迁移（negative transfer）影响，对英语词汇的掌握起了制约制约作用，使得在学习生活中出现不少中式英语（Chinglish）的例子。

因此，对于汉语在中国学生学习词汇过程中起到的负迁移作用一定要引起我们的重视。

一、英语词汇学习中汉语负迁移的表现英国语言学家威尔金斯（George W. Wilkins）在《语言教学中的语言学》中说：“如果没有语音和语法，还可以传达一点点信息；但是如果没有词汇，那就不能传达任何信息。

”词汇学习贯穿语言学习的全过程。

大部分中国学生对于英语词汇的学习都长时间停留在背单词的阶段，他们一般都认为每一个汉字或短语在英语中都能找到相对应的英语单词，机械地把两者等同起来。

一旦把一个英语单词与一个汉语词联系起来，我们的大脑就会联想到这个汉语词的意思，就容易把汉语词的定义套用到英语单词上，也容易将英语单词的意思理解成和汉语词的一样，甚至在使用英语单词的时候也把汉语词的搭配用法连带套用到英语单词上。

汉语负迁移对英语学习影响论文

汉语负迁移对英语学习影响论文概要：帮助学生克服汉语负迁移现象非一日之功，但只要充分认识到这个问题，不断想出切实可行的办法，并在教学中努力将这些措施付诸实施，就会使学生的英语水平得到提高。

在英语产出性学习中，我们经常发现学生因受汉语的影响写出或说出一些不为英美人所接受的句子或文章。

这种汉语负迁移主要表现在词汇、语法、篇章和语用等四个方面。

（一）词汇方面由于英汉两种语言分属截然不同的两种文化，其各自深厚的文化内涵在语言上的烙印使得两种语言很少有绝对对应的词汇。

大部分词汇不是在概念意义上就是在文化意义上表现出巨大的差异。

例如，dragon在英语传说中是邪恶和凶残的化身，而在中国文化中，“龙”则是吉庆和威严的象征。

由于对英汉词义概念的内涵外延把握不准，词汇方面还存在下列负迁移问题。

1.同义词或近义词分辨不清要表达一个中文意思，英文中可以有两个或多个词与之对应。

例如，同为“看”，看电影为see a film，看朋友为visit a friend，看书为read a book，看电视为watch TV。

reason和cause也是两个容易弄错的词，如Carelessdriving was the reason of the traffic accident.这里学生混淆了可以表示中文概念“原因”的两个单词reason和cause。

英语中reason 是说明一种看法或行动的“理由”，而cause则是造成一种事实或现象的“原因”。

2.望文生义造成的逐字对译由于学生的词汇量有限，头脑中的英语词汇不足以表达自己的思想时，就会按汉语意思牵强地翻译。

例如：像“繁忙的交通”应用heavy traffic而非busy traffic，“大雨”应是heavy rain而非big rain等都可归于约定俗成的类型。

（二）语法方面语法是语言中组词成句的规则。

英汉语言在人类语言共同性基础上，语法之间有许多差异，错综复杂，汉语负迁移表现尤为突出。

汉语负迁移对高中生英语学习的影响及对策

语言迁移理论是20世纪50年代由美国著名的行为主义语言学家Lad o最早提出。

他《在跨文化语言学》(L in gu is ti cs Across Cultures)一书中提到:“学习第二语言和学习第一语言是完全不同的任务。

基本的问题不在于新语言本身所具有的不同的特点,而在于由第一语言习惯所形成的一整套特有的习俗。

”通俗的说,就是在学习一门新的语言的过程中,与母语相似的成分易学,不同的成分难学。

学习语言的困难来自于母语与目标语之间的差异。

现在语言学家们普遍认为:语言迁移(language transfer)是指在第二语言学习中,学习者在使用第二语言时,借助于母语的发音、词义、结构规则或习惯来表达思想这样一种现象。

如果母语的语言规则和外语是一致的,那么母语的规则迁移会对目标语有积极的影响,这被称为正迁移(positive transfer)。

负迁移(negative transfer)则是指,如果母语的语言规则不符合外语的习惯,就会对外语学习产生消极影响。

也就是说如果英语某些的发音,用法,语法规范等和汉语的一致,学生们就很容易掌握且不易犯错;反之,学生则不易掌握,甚至学生的错误会“屡教不改”,很难纠正。

英汉两种语言在语法方面有着众多的相似之处,如句子成分方面。

英语的句子成分与汉语的基本相同。

比如汉英句子中都有主语、谓语、宾语、定语、状语等。

教师就可以充分利用学生的母语知识,引导学生把汉语中的这些句子结构成分迁移到英语学习中去。

促进学生利用已有知识来掌握新的语言知识,从而加速学生英语学习的进程。

但笔者在日常教学活动中发现,学生在英语方面犯的错大部分来自于汉语对英语的负迁移。

英语教师面临的一大难题就是如何尽量避免负迁移对学生英语学习的影响。

笔者在多年的高中教学过程中发现,汉语负迁移对高中阶段学生的影响主要体现在语音,词汇,句法,语用四个方面。

下面我列举了这四个方面汉语负迁移的具体表现和相应对策,供同行参考。

英语语法教学与语文语法教学中的负迁移

语文语法教学与英语语法教学中的负迁移基于笔者多年的工作和理论分析，我发现很多高职院校学生在学习英语的过程中深深的受到了汉语语言表达的困扰和影响。

他们很多人没有办法从汉语语境中和使用习惯中跳出来正确的进行英语的应用。

在我们进行课题调查研究的时候，曾经针对高职学生做过一个问卷调研，在参加调研的学生当中有超过60%的同学认为自己不清楚中英的语句结构上的区别。

大约有55%左右的同学认为自己更加习惯使用中文的句型表达来进行英文的表达。

这些很容易导致学生们养成中式英语的习惯，并且严重的影响了学生们今后参与到跨国文化交流中，也对学生的英语水平造成消极的影响。

所以，我们在英语教学当中不可忽略汉语习惯对英语学习的干扰。

美国知名心理学家加涅曾经提出过层级学习理论，他认为一切新知识的学习都要建立在之前学习的基础上，并且既有知识必然会影响学习者对新语言的学习过程。

因为汉英两种语言间有着很多的不同，所以在学生无法对其进行正确区分的时候，必然会利用已经掌握的母语知识和使用习惯套用到外语学习过程里。

这就产生了汉语语法的负迁移作用，进而影响到学生对英语的学习。

在英语的教学过程中，一旦老师能够将汉语知识科学的融汇到英语知识的教学中来，借助对比分析，帮助学生明确两者的相同点和不同点。

这样就会推动汉语语法的正迁移过程，进而对英语学习起到推动作用。

本文根据汉英双语间的异同点来分析其对英语学习发生的迁移作用，并结合高职英语教学的现状，促进英语语法的教学效果。

[2]一、关于语言迁移的研究相同要素学说提出：当学习和迁移测试情景存在相似点的时候，一种学习形式才会对另一种学习形式发生作用，也就是发生了迁移过程。

当两个学习形式之间不存在相似要素的时候，便不会发生迁移。

体现在学习上的就是学习者最开始的学习内容和此后的迁移内容间的相同成本越多，相似的地方越多，便越容易出现迁移现象。

在这种理论下的语言迁移现象，我们可以看出唯有当两个语言具有相似的语言结构体系时，一种语言才能够迁移到另一种语言的学习中去，这就是我们所谓的正向迁移过程。

探讨汉语对英语学习负迁移影响的几种类型及对策

探讨汉语对英语学习负迁移影响的几种类型及对策发表时间：2018-02-26T11:13:05.717Z 来源：《中学课程辅导●教学研究》2017年10月下作者：王旭[导读] 本文旨在探讨分析汉语对英语学习负迁移影响的几种类型及对策。

摘要：本文旨在探讨分析汉语对英语学习负迁移影响的几种类型及对策。

汉语的负迁移对英语习得的影响主要体现在对英语学习的发音、词汇习得、句法、语法、语用和文化方面。

关键词：汉语的负迁移；英语习得；对策一、引言Rod Ellis (1999) 说过“在L1和L2有差异的地方，学习者L1的知识会干扰L2的习得；在L1和L2相似的地方，L1会有助于L2的习得。

这个过程就叫做语言的迁移。

”因此，在语言习得过程中，有正迁移和负迁移两种，取决于学习者母语和习得目标语语言特征的异同。

众所周知，听说读写译是学好英语的五个基本原则。

但在习得和使用英语的过程中，中国学习者不可避免地受到汉语迁移的影响，这些英语也体现在英语的听，说，读，写，译五个方面。

从而有了“中式英语”这样的戏称，并且闹出了不少笑话。

下面是几个“中式英语”翻译不当的笑话。

How are you ? How old are you ? 怎么是你，怎么老是你？你给我站住！You give me stop!表妹 watch sister要钱没有，要命一条 If you want money, I have no; If you want life, I have one!人山人海 people mountain, people sea.二、汉语对英语学习负迁移影响的几种类型1.汉语负迁移对英语学习发音的影响Language is a system of arbitrary vocal symbols used for human communication(Bloch,&Trage 1942).既然语言是人类用于交流的一种任意的言语符号的系统，因此发音不当会导致交际的失败。

汉语负迁移对英语学习的影响

汉语对英语学习的负迁移分析摘要由于母语的语言系统这一前提，所以当学习者学习英语时，原有的母语语言系统必然会影响着学习者的英语学习。

本文将分别从语音、词汇、语法及文化等四个大方面来论述汉语对英语学习的正迁移和负迁移。

并组织学生进行实验，在实验中采取了访谈，问卷调查等方式，对40位中学生开展实验。

研究说明，正负迁移共同影响着学生的英语学习。

因此，在日常的教学活动中，如何有效利用母语正迁移的同时抑制母语的负迁移成为了教学活动中必须注意的问题关键词：母语迁移: 正迁移: 负迁移: 教学策略Analysis of Negative Transfer of Chinese inEnglish LearningAbstractNative Language Transfer inevitably affects more or less the Second Language Acquisition．This paper elaborates both the positive and negative transfer n SLA in terms of phonetics，vocabulary，grammar and culture．In this paper，this author carries out experiments among 40 students with the help of interviews，and questionnaire．The results show that positive and negative transfers affect the students’ acquisition of English．The implication to the foreign language teaching is that teachers should take the advantage of the positive transfer while reduce the effect of the negative oneKeywords：NLT；positive transfer；negative transfer；teaching strategies.Contents Introduction 0Chapter one Three study stages of language transfer 01.1 Contrastive Analysis 01.2 Interlanguage and Error Analysis (1)1.3 Rediscovery of Language Transfer (3)Chapter Two Negative tranfer of chinese in English learning (3)2.1 Phonetic Tranfer (3)2.1 Vocabulary Transfer (4)2.3 Grammar Transfer (5)2.4 Culture Transfer (5)Chapter Three Empirical Study (6)3.1 Introduction (6)3.2 Subjects (6)3.3 Sample Collections (7)3.3.1 Questionnaire (7)3.3.2 Interview (7)3.4 Data Analysis (7)3.4.1 Data collected from the questionnaire (7)3.4.2 Data collected from the interview (9)3.5 Summary (10)Chapter Four Solutions (10)4.1 Phonetics (10)4.2 Vocabulary (11)4.3 Grammar (11)4.4 culture (12)Chapter Five Conclusion (12)Appendix〔1〕 (15)Appendix〔2〕 (17)Acknowledgements (18).IntroductionIn foreign language study area, language transfer is the effect that native language transfer to foreign language, this kind of effect is one of important questions to linguists and psycholinguistics. America linguist Lado had taken a point in Linguistic Across Culture, in foreign language learning circumstance, learners generally rely on mastered native language, tend to transfer native language’s linguistic form, significance and culture to foreign language. Rod Ellis concludes native language transfer in four aspects in Second Language acquisition; positive transfer, negative transfer, avoidance and overuse. Negative language transfer is defined as when there are differences between native language rules and foreign language rules, learners transfer native language rules to foreign language rules, native language will disturb foreign language learning, at the moment, the influence of native language to foreign language is negativeChapter one Three study stages of language transfer1.1 Contrastive AnalysisLanguage transfer get into language teaching area during 1950s. it generally experiences three stages. In 1950s to 1960s, the phenomenon of language transfer launched in contrastive analysis area, and has an important role in second language acquisition (SLA), it has closely connection with behaviorism which takes predominant status in language learning theory at that time, and they are the foundation of contrastive analysis theory. Robert Lado, American linguist put forward the concept of language transfer at his masterpiece Linguistics Across Cultures. This masterpiece has great effect in second language acquisition. Lado points out the learners widely rely on acquainted native language and oft en transfers native language’s style and meaning and its relevant culture into second language acquisitionThe contrastive analysis hypothesis which Lado put forward is “the native language is the main obstacle, the differences between native language and target language and the difficult that the disparity has caused are proportional. mean〞difference=difficulty〞The bigger the difference, the greater the difficulty. Quantity of research opens up at the.foundation of contrastive analysis. Deliberate the relation between difference and difficulty from all the level of phonetics, grammar and vocabulary. Most of them confirmed Lado’s theory. Contrastive analysis scholars consider we can find the disparity between native language and target language based on analysis and comparation, predict the difficulties and possible errors in learning process, and clear up the time when the fault appears. In the process of foreign language teaching, We can determine what items should carry on special treatment in foreign language lesson and teaching materials, to this special items .we can use reinforcement (repeat and practice)to overcome the disturb of native language.The psychology basement of contrastive analysis are “stimulus-response〞theory and〞associative theory〞of behaviorism psychology. Behaviorism language acquisition claim “language is behavior. the process of language learning is the forming process of man’s behavior. While the forming process of man’s behavior is the result which people get response to external ceaseless stimulation Therefore, external environment of language learning is the key point of language acquisition. Only have lots of exercise. Learners can master the target language.Because of the influence of the theory, the audio-lingual method is prevailing at that time. The audio-lingual method has great effect on Chinese foreign language teaching, especially in 70s and the early years of 80s the effects still exist.1.2 Interlanguage and Error AnalysisIn the last 60s and 70s, according to language acquisition and universal grammar of Chomsky, many linguists put forward different points about contrastive analysis hypothesis and language transfer. First ,the psychology and linguistics of the two theory, Chomsky thinks when human being are born, the universal grammar are existing, and they have the ability learning language by natural. This ability comes from people’s brain, is not the result of external influence. hence, the second language acquisition is not only rely on “imitate〞and 〞strengthen〞, its acquisition is constructed actively in the foundation of dual effect of human brain mechanisms of language acquisition and actual language contact.Secondly, contrastive analysis has doubt in learner’s false prediction ability. Contrastive analysis theory equals difference with difficulty. But, experiment shows, the expected difficulty through contractive analysis are not always the acquainted language items. Learners are always make fault at similar place in superficial between native language and target language, learners’ native language are different, when they learn the same language, they have the similar fault. Difference is not equal with difficulty. Some difference may rise learners’ interest, and make them master new knowledge more quickly. Criticizes point out “difference is in language form, but difficult is a kind of language psychology process, there no any psychology theory equal the two concept .by the effect of cognitive psychology, pragmatics and language teaching are tend to the study of language acquisition process.As the Inter language and error analysis prevail, contrastive analysis is deserted. Linguists realize put the research point of SLA on the relation and disparity between native language and second language is unduly simplified. Only regard the learner language as relatively independent phenomenon, can we really clear the second language acquisition process. According to Selinker(1972)inter language theory, can’t simply regard inter language as mixed language system which is produced by target language plus native language’s disturb. The learners’ target language knowledge is a process of gradually accumulating and consummating. All process is non-individual body. Every 〞marketing timing〞in the non –individual body create a system, has its special feature. As time flies and learners’ hard work, inter language is gradually close to target language. This is called “foreign language learning progress period〞. In this period, learners actively enrich and adjust their own knowledge system from the beginning to the end Error analysis theory is a reflection that cognitive psychology affects in language acquisition,. According to cognitivism theory, learners’ fault proves that learner is a flexible decides that have distinguish ability and judgment ability. In the process of learning and communication, they are good at constantly judge their target and relevant methods. Based on the research of error analysis, all the learners’ fault in language learning, approximately only 25% are caused by native language transfer there are various.reasons about fault, some is caused by the wrong use of cognitive strategy, for instance, analogy, summarization, etc, and some is caused by the learners’ ignorance of second language rule, and the disturb of foreign language learners learn previously. As the appearance of SLA, people regard language is a process of language acquisition. But a significative factor. So, the involved language transfer theory loses its original status.1.3 Rediscovery of Language TransferIn the last years of 70s and the early of 80s, language transfer became a hot topic again. The linguists began to scan and evaluate the great contribution of contrastive analysis in language study and foreign language learning. Explore the new area of contrastive analysis, researchers’ view have made radical change about the effect of native and SLA. Not just briefly analyze the difference and disparity, primitively regard language transfer as mechanical behavior transfer process. They don’t deny the importance of the relation between native language and second language, but only observe and study its original character of language is not enough. The linguists deliberate the important effect of language transfer in SLA from the aspect of psychology, language and society. It’s treated as a important strategy. It is a techs of the whole language acquisition in which learners are involved, active and creative. It is a cognitive process complex and restricted by many factors. Up to now, many factors are still unrealized.Chapter Two Negative tranfer of chinese in English learning In English learning, we can analyze negative and positive transfer of language from all levels, Such as phonetics, grammar, vocabulary. culture and so on. All levels are not isolated, but influence each other.2.1 Phonetic TranferEnglish and Chinese belong to different language system. English belongs to Indo-European, Chinese belongs to Sino-Tibetan system, they have great disparity in phoneme, tonality system, rhythm rule and sentence link. Although the transfer Chinese to English is not incompletely show in specific acknowledge, show in transfer of Chinese pronounce habit and points of articulation, this is a transfer of articulatory skill. The generality of language makes learners have chance to find similarity of different language.in phonetic. For example, initial consonant of a Chinese syllable has many similarities with English phonetics consonants in pronunciation. So, most of Chinese feel easy when they learn following phoneme: / p / 、/ b / 、/ t/ 、/ d / 、/ k / 、/ g / and / f /,this is because they can find similar pronunciation and be in favor of transfer of phonetic. However, English is a kind of intonation language which distinguish sentence by intonation. And Chinese is a kind of tone language which distinguishes words with tone. English words have partition of stress and secondary accent, the sentence have partition of rising tune and failing tune,. In English learning, fresh of learners can’t distinguish rising tune and failing tune, and they are hardly speak simon-pure English, at the same time, they lose aroma of English. In English, there are many pronunciations that the Chinese do not exist, and the Chinese learners have adapted to Chinese pronunciation rules. So, they always replace these English pronunciations with similar Chinese intonation, for example, fresh of learners read /θ/as /s/. in addition, influenced by pronunciation habit of native language, they always add vowel in the English words that ending with consonant, for example, great reads as /greit/, like reads as / laik /2.1 Vocabulary TransferV ocabulary is the basement of language study. English and Chinese have generality in vocabulary, for example, in part of speech; they are corresponding and include nouns, adjectives, adverbs, verbs, conjunction, prepositions and so on. So, the English learners can form a kind of vocabulary system to study relying on previous Chinese system in part-of-speech collocation. This is positive effect in vocabulary study and is in favor of vocabulary positive transfer. However, the negative transfer of vocabulary reflected in meaning and collocation of word, there are some problems in learning vocabulary, such as apply mechanically, simple corresponding, take the words too literally, parts of speech confusion, misuse of parts of speech and so on. For example, many students translate “study hard and make progress everyday〞into “good good study , day day up〞. And translate black tea into red tea. This is because the words in Chinese are not always existed in target language, so, this kind of translation must make some express mistake. For example, When English learners express the following Chinese words ‘watch TV〞,.“read a book〞, “see a film〞“visit a friend〞with English they sometimes simply translate the Chinese word “看〞into “look〞or “see〞, and not care English habits collocation, this kind of misuse is effected by native language, and lad to the appearance of mistake.2.3 Grammar TransferEnglish and Chinese belong to different language family and language form, they have great disparity in grammar system. However, Chinese and English sentence pattern system has similarity and correspondence, for example, their sentence structure has “subject +predicate +object〞“subject+ predicate+ predicative〞and so on. This is benefit for learners to master English sentence structure, and form positive transfer. In English sentence, the finite verb only has one. If some verbs appearance, we should link them with conjunction, comma, nonfinite forms and so on.For exampleHe came in and sat down.He went to see the doctor.But in Chinese, we don’t need conjunction when there are some verbs.Now, let’s look at the students’ writing in English sentence.I just had five days stayed at home 〔我只有五天呆在家里〕；Do you think students use electronic dictionary good or bad 〔你认为学生使用电子词典是好还是坏〕These two sentences are disturbed obviously by Chinese language grammar, this is negative transfer, and in addition, English predicate verb has some marked form, grammatical person tense, voice and toneNon-predicate has three forms: infinitive, -ing and –ed. However, Chinese predicate verb has no any form mark, and all non-predicates are verb prototype; Chinese has modal particle, but English has not. And so on these differences make learners’ Chinese have negative transfer to English. For example:He likes swimming. some Chinese students will write〞He like swimming〞2.4 Culture TransferLanguage is carrier of culture. Every language will reflect national culture, history.and spirit, and every culture is unique. Although the Chinese and English have difference in thinking mode and living habits, but some vocabulary cultural meaning is identical. For example, fox is the symbol of tricky and duplicity no matter in Chinese and English.However, the reason of negative language transfer is that language learners know enough about target language, therefore, in language learning process, we tend to measure other people words and deeds with our own language, when we express our though, we apply native language culture to target language, and ignore target language’s culture connotation. The fault caused by lack of acknowledge to English daily life reflected in pragmatics. For example, if you encounter acquaintance i n Chinese you will ask “where do you go?〞“how old are you ?〞these question involved in other people privacy is natural. But, for western people, these questions involved in other people secret, it is impolite. If learners ignore these culture disparities, they will lead to the failure of communicationChapter Three Empirical Study3.1 IntroductionIn this chapter，in order to elaborate the influence of NLT on SLA，an empirical study will be undertaken to collect data．The author designs the questionnaire and interviews over 100 students from both Senior 1and 2．The study aims to find out：whether there exists NLT in Chinese high school learners of English；to what extent NLT occurs in their learning；in what aspects NLT occurs in these students English learning；How NLT influences the students’ English learning effectiveness and what implications the students suggest for English teaching；do positive transfer and negative transfer together influence the students English learning．According to the purposes，this study is exploratory in nature．It mainly evaluate and explores feelings，thoughts，opinions and views on impact of NLT on their English learning3.2 SubjectsThe subjects in the study included two groups of students，who were randomly chosen from Senior 1 and Senior 2 of Cangnan Middle School, Qingdao，Shandong，an ordinary high school in an ordinary Chinese county．As far as the reliability of the study.is．concerned，these students，wit a Certain command of English，mostly coming from towns or villages，can be representative of most high school English learners in China．3.3 Samples Collections3.3.1 QuestionnaireStudents were required to complete a questionnaire independently, The questionnaire will be presented in Chinese，consisted of two major parts．The first part involved some background information about the students learning English，and their understanding about NLT，while the second part was a quiz composed of translation，multiple choices，and judgment of the statements3.3.2 InterviewIn addition to the questionnaire，interviews were also conducted．The advantages of interviewing are various．It can elicit information which is impossible to obtain by other data．collection techniques．For example，we cannot observe feelings，thoughts，and intention cannot observe situations that took place at some point in the past．We have to ask people questions about those things．Thus the purpose of interviewing is to allow US to enter into other person perspective．The interviews in this study were conducted individually．The interviewees were asked a series questions on the influence of Chinese mandarin on English learning．It took each students about 20 minutes to finish the interview．3.4 Data Analysis3.4.1 Data collected from the questionnaireFrom the study，we find that most of the students get to know English at the secondary school；some in the primary school and very few in the kindergarten．Most of their teachers are local teachers，who mostly conduct their lessons in their mother tongue．Even if they teach the class in English，they will turn to Chinese when necessary．According to them，there is no one who teaches class entirely in English．100％of the students think that the mother tongue affects their English learning and 70％of them think that the mother tongue greatly affects their English learning．90 students think that if the word order in an English sentence is similar to that in a corresponding Chinese sentence of the same meaning，it will be easier for them to grasp it．All of these show that NLT has certain effect on English learning．Here comes another question：Does language transfer affect students learning both positively and negatively? In order to find answers to this question，I designed the corresponding exercises in the second part of the questionnaire．Evidence that shows that there is positive transfer in English learning is given in Table2．The error rate of Question (l) is only 2％，and that of Question(3)is 0％，surely because that the word order of the English sentence to be constructed is identical to that of its Chinese equivalent and it is the same case with Question I(3)．Negative transfer can be shown in the students’performance in the second exercise．Most of the students failed this question．When asked to find the equivalent of “锻炼身体〞，only 40％can make the correct choice“build up your health〞．Most of the students chose“build up your body〞．As to the question“学知识〞，100％students chose“learn knowledge〞instead of“acquire knowledge〞．All of these show that when using English，thc students unconsciously translate their mother tongue into English instead of thinking in the same way the native speakers do．Also，because there are no articles or tenses in Chinese，they often omit the article or use the wrong tense in their exercises．Besides，affected by the fact that lots of Chinese sentences are topic-prominent 64％of the students when translating sentence“中国发生了很多变化〞，chose“China has taken place many changes〞instead of“Many changes have taken place in China．’’3.4.2 Data collected from the interviewAll of the interviewees indicated that NLT did exist，more or less，in their English learning quarter of the interviewees thought that native language had positive transfer on English learning while most of them thought that Chinese had both positive and negative transfer on English learning but the influence of negative transfer is greater than that of positive transfer．As for the extent and the aspects of the impact from native language on their English learning, the results were indicated in the following tableWith regard to how to solve the problem of negative transfer’s impact on languagelearning most of the students(about 95％)hope that the teacher will play a more active role．They suggest that teachers should improve their teaching strategies，clearly point out those confusing issues，a correct them more frequently．In addition，85％of the students held that both Chinese and English should be used in classroom teaching．But when talking about, Some complex grammatical points ,native language was preferred than English．3.5 SummaryIn this chapter，the author mainly focused on data collection and data analysis．From the date, we gained here，we know that all the participants think that there exists NL transfer in their English learning．Most of the participants confirm that Mandarin has great effect on their English learning The influence of NL transfer manifests in many aspects such as phonetics，intonation structure，grammar，writing，listening and speaking，translation，and culture．In order to reduce negative transfer of NL，the students offer much advice．Students met with many problems in the English learning，including negative transfer of NL．Therefore，their learning effectiveness of English is affected，too．In order to improve English teaching and learning effectiveness，put forward many suggestions which are worth our consideration．In the next chapter，the author will discuss the relevant teaching strategies for teachers．Chapter Four SolutionsAim to the impact of negative transfer of Chinese to English learning, who can take the following teaching methods.4.1 PhoneticsThe teachers should stress particularly English pronunciation rule, avoid transferring Chinese pronunciation to English. In teaching practice, strengthen the importance of English phonetic and pronunciation, make students spell English words and sentences again and again, at the same time, focus on the difference between English phonetic symbol and Chinese Pinyin, English intonation and Chinese intimation, master essentials of pronunciation, grasp the basic law of English read, make students eliminate the disturbthat Chinese Pinyin to English phonetic learning.4.2 VocabularyExpand vocabulary exercising, imitate authentic English vocabulary to construct English sentences is the basic of forming conversation. Before we grasp English, we should have enough vocabulary numbers; this is the indispensable requirement of learning English, we should pay more attention to this point. There are differences between English vocabulary and Chinese, although some words have similar meaning, its have disparity, broad and narrow; connotation and extension, collocation and usage is different. When learners learn vocabulary, they always make some faults, for example ,separate vocabulary memory with usag e, remember word’ individual meaning, but ignore its abundant connotative meaning, so ,when students use these words ,it will lead to use words hard and inappropriately when students learn English words, In addition to know the basic meaning, the students should learn to use words correctly in context, when meet polysemy or synonyms situations, learners should pay attention to its usage similarities and differences, through consulting dictionary learning example, enhance understanding. At the same time, learners should note the difference between the word group and paraphrase, make out its meaning and exercise repeatedly, aim to master its meaning, utilize correctly and flexibly. When we saw the word "better", it is natural to associate with English "good" or "well", but we also should study its deep meaning, this is that, in a particular context , the word "good", its implications and usage, Such as: "花好月圆" elixir of Love, "好好先生" a yes-person, and leaner can not use “good〞or “well〞blindly and rigidly, thus, avoid the derivative of Chinese-English vocabulary.4.3 GrammarEmphasis on grammar training, get rid of the fetter of Chinese.Grammar is the basic rules to make a sentence, there are great differences between English grammar and Chinese grammar. In En glish sentences, English sentences’ position is more flexible than Chinese, especially adverbial attributives position. But, for Chinese learners, due to the fetter of Chinese grammar, it is easy to make mistake in using English, This is really a noticeable problem. When learners make these mistakes, it does not meanthat students have not mastered English grammar rules, they have learn many basic grammar knowledge, but in the very great degree, they do not know how to use or they can't use proficiently, there are many mistake in writing. To some grammar knowledge, before they master thoroughly，learners should exercise repeatedly, from input into understandable output. Factual proof, only in this way, can learners deepen the understanding of the knowledge of learned grammar，draw inferences about other cases from one instance，use flexibly, overcome Chinglish4.4 cultureThe goal of language is communication. The purpose of learning English is to master knowledge and basic skills and use English to communicate. The language environment restricts the term to a great degree, thus, learners need to understand the western culture and local conditions and customs, understand the different culture between Chinese and western, and its different turn of expression. Due to the Chinese students learning English is in unnatural language situation, Chinese and its culture have great effect on English learning. So, when we use English communication correctly, not only should we master the language knowledge and skills, we must know the social culture and customs, habits, communication occasions and the specific identity of object and social and psychological factors of target language country. Who understand society, culture, history, geography and customs and other aspects of English-speaking country through reading, so as to understand the connotation of the cultural meaning further, cultivate correct, fluent expression ability and the language feeling ability. Really know and master English language rule and its the expression custom, improve language ability, aim to avoid the appearance of ChinglishChapter Five ConclusionWe can get a view from the above analysis, in English learning process, the appearance of “negative transfer of Chinese〞is inevitable. According to Jean Piaget “the basic principle of genetic epistemology〞, Human understanding is a process that assimilation and adaptation, alternating to maintain a balance as well as English learning. Thus, it is a inevitable problem in English teaching, as a English teacher, we can get rid of。

浅析汉语负迁移对英语学习的影响

学习者都存在。¨ ２众所周知，汉语和英语属于完全不同的两种语
ｐａｒｔｙ），这种按照汉语思维或中文字面的释义，不
顾词性的内涵和语言的表达习惯，寻求简单的一一对应，只能是汉语式英语（Ｃｈｉｎｇｌｉｓｈ），引起歧义
和误解。
（二）搭配不当
系。长期生活在母语环境中，汉语的表达习惯和思维方式已根深蒂固，学生往往会自觉不自觉地在母语中寻找对等物，这就造成了学生在用词和句法结构表达形式方面的错误，影响了英语的进一步学习和运用。本文拟以语言学理论及英汉对比理论为依据，从汉语负迁移的角度探讨学生在英语学习中出现的词汇和句法方面的错误并提出了相应对策。
二、词汇层面的负迁移
词的搭配关系主要指词与词之间的横组合关系，即什么词常与什么词搭配使用。瞄也就是说英语中
的词汇搭配是约定俗成的，如果忽视了词与词的可
搭配性和兼容性，片面地认为词汇搭配是静止的单个
词的总和，就会受汉语影响，而产生词汇搭配不当
能使之降低到最小程度。
关键词：母语负迁移；英语学习；词汇；句法；对比
中图分类号：Ｈ３１９．３引言
文献标识码：Ａ
文章编号：１６７３－４２７０（２０１３）Ｏ１ —００６８一Ｏ５
一
、
种怪圈，即一个英语单词对应一个汉语词汇。因此，在用英语表达时会机械地把汉英词汇等同起来，进

汉语负迁移对英语学习的影响及其对策

汉语负迁移对英语学习的影响及其对策作者：蒋葳谢静来源：《广西教育·C版》2010年第05期【摘要】本文通过对比英汉两种语言在语音、词汇、文化三方面的差异，指出中国学生在英语学习阶段存在的语言负迁移现象，并探讨了相应对策。

【关键词】汉语英语教学负迁移迁移是指已经获得的知识、技能，甚至方法和态度对学习新知识、新技能的影响。

这种影响可能是积极的，也可能是消极的，前者叫正迁移(positive transfer)或简称迁移，后者叫负迁移(negative transfer)。

正迁移对事物起积极促进作用，而负迁移则对事物的发展起干扰妨碍作用。

汉语对英语学习既有正迁移作用又有负迁移作用。

在英语学习中，正确地运用汉语正负迁移规律，会有效地提高学习效果。

一、语音负迁移(一)语音负迁移对英语学习的影响汉语和英语在读音方面存在着很大的差异，在汉语中没有辅音结尾的现象，这是—个特别要注意的问题，在学习英语语音时往往受母语影响，常出现词尾加元音或拖音的情况。

产生语音迁移以及迁移程度大小与以下几个方面有关：发音相似、发音差别较大、汉语中有而英语中无的音、汉语中无而英语中有的音。

这些差异的存在，导致了程度大小不同的正迁移和负迁移。

汉语的读音是由拼音构成的音节组成，拼音分声母和韵母，而英语单词的读音则是由音素构成的音节组成，音标又可划分为元音和辅音。

事实上，英语中的元音就相当于汉语拼音中的韵母；辅音则相当于汉语拼音中的声母。

例如，初学者把英文字母“B”读成“玻”，“D”读成“得”，S读成“丝”，T读成“特”等。

(二)对策要克服汉语拼音对英语语音学习的负迁移影响，教师在教学中不仅要教给学生正确的发音规则，还需要及时纠正学生的发音，把汉语的这种负迁移影响减到最小。

例如，可通过音位对比和模仿等方法加以克服。

由此可见，教师在教学中应加强对音标的教学，使学生能够最大程度的掌握标准发音。

在朗读英语单词与句子的同时，注意让学生比较汉语与英语发音的区别，从而使学生彻底排除汉语拼音对英语音标学习以及汉语朗读习惯对英语语音、语调学习的干扰。

语言负向迁移现象对高职英语教学的影响及对策

语言负向迁移现象对高职英语教学的影响及对策摘要：在高职学生的英语学习过程中普遍存在着语言的负向迁移现象，这一现状，严重影响了高职英语教学的质量。

本文针对以上问题进行简要分析，以期给相关教育工作者改进工作提供有益借鉴。

关键词：语言负向迁移；高职英语；教学受母语语言知识的影响，学习者在第二语言的学习过程中，经常会出现语言迁移现象，其中包括语言的正向迁移和负向迁移两种。

正向迁移会对学习者的学习外语起到积极的促进作用，负向迁移则或多或少的影响了学习者学习外语的效果，负向迁移主要表现为学习者利用母语语言的语义、语音以及文化来表达第二语言中的相应内容。

在高职英语教学过程中，受高职学生自身英语基础较弱等因素的影响，语言的负向迁移现象较为严重，为此，高职英语教师在英语教学过程中应该注意学生在学习过程中出现的语法、句法问题，并采取有效措施及时对其进行纠正，不断提高高职学生的英语学习质量。

一、语言负向迁移对高职英语教学的影响我国高职院校的主要目标是为社会培养更多的技术型人才，而且大部分高职院校的学生相比其他本科高校的学生，英语基础较差，母语负迁移现象更加严重，在英语学习的过程中，高职学生大都会习惯性的借助于汉语的语音或语义对其进行理解和表达，然而当所学英语的某些特点与汉语应用完全不同时，就会出现语言的负迁移现象，影响高职学生英语学习的质量；因此，高职英语教学的实际教学难度更大。

语言负迁移对高职英语教学的影响主要表现在以下两方面。

1.1思维模式的负向迁移语言表达方式往往要受到思维方式的影响，中英两国人无论在思维方式还是在生活习惯和传统文化方面都有很大差别。

然而，学生在英语学习的过程中，经常会无意识的按照中国人的思维模式进行英语表达，导致在与外国人交流过程中出现误解。

1.2语音、词汇与句法的负向迁移首次，语音是学习语言的基础，然而不同的语言在语音系统上有着很大差异。

一方面，汉语语言是声调语言，英语语言则是句调语言，虽然两者具有一定的类似之处，但是英语中依然包含有大量汉语中没有的语音因素。

浅析在高职高专学生英语教学中的正负迁移作用

浅析在高职高专学生英语教学中的正负迁移作用
高职高专学生的英语教学中，正负迁移作用是不可避免的。

正迁移指的是母语或其他
学科的知识对英语学习的帮助作用，而负迁移则是指母语或其他学科知识对英语学习的阻
碍作用。

首先，正迁移在英语教学中具有重要的作用。

高职高专学生在学习英语时，母语对其
学习英语的影响是不可避免的。

对于具有相似语言结构和形态的语言，母语对英语学习的
帮助非常显著。

例如，对于中国学生来说，中文和英文的语法结构和词汇非常相似，这种
相似性会促进学生学习英语语言的能力。

此外，高职高专学生在接受其他学科教育时，积
累了很多与英语学习有关的知识，如数学、物理、化学等，这些知识对于学生在英语学习
中的应用会起到积极的作用。

但是，负迁移也是不可避免的。

母语和其他学科的知识对学生在英语学习中产生了负
面影响。

例如，在中文中，形容词通常在名词之前使用，而在英语中则通常在名词之后使用，这种语法结构的不同会导致学生在英语学习中犯错误。

此外，学生在学习其他学科的
时候，可能会被培养出过度的逻辑思维和记忆技能，这种技能在英语学习中却是不适用的，会给学生的学习带来困难。

综上所述，在高职高专学生英语教学中，正迁移和负迁移都是存在的。

虽然负迁移可
能会对学生的学习产生一定的影响，但正迁移可以帮助学生更好地学习英语，需要教师在
教学中充分利用正迁移的作用，同时积极减少负迁移的影响。

教师需要了解学生的母语教
育和其他学科的教育背景，有针对性地设计教学内容，让学生在学习英语的同时更好地利
用相关的知识和技能。

浅析在高职高专学生英语教学中的正负迁移作用

浅析在高职高专学生英语教学中的正负迁移作用高职高专学生是我国教育体系中的重要群体，他们在学习英语的过程中往往会面临正负迁移作用的影响。

正迁移指的是母语对学习目标语言的促进作用，而负迁移则是母语对学习目标语言的阻碍作用。

本文将围绕在高职高专学生英语教学中的正负迁移作用展开探讨，旨在深入分析其影响因素并提出相应的应对策略。

就正迁移而言，在高职高专学生英语教学中，母语对学习英语产生积极影响的主要原因有三点。

第一，母语认知水平的提高。

学生的思维方式和逻辑思维往往受到母语影响，通过母语的认知水平提高，可以更好地理解英语知识。

第二，母语语音和语法对学习英语的促进作用。

母语的语音和语法体系对学生学习英语的发音和语法形式有一定的促进作用。

母语语境对英语学习的帮助。

母语中的一些语境和英语中有相似之处，这有助于学生更好地理解和运用英语语言知识。

而负迁移则是母语对学习英语产生消极影响的原因。

母语习得的习惯对学生学习语音、语法和语境产生负面影响。

中文语音和语调与英语的差异会使学生在英语发音上出现困难。

母语习得的错误对学生学习英语产生干扰。

学生往往会出现将母语的语法和用词错误应用到英语学习中。

母语所形成的思维习惯对学生的英语学习带来负面影响。

这些思维习惯往往会影响学生对英语语境的理解和运用。

在高职高专学生英语教学中，正负迁移的作用是不可避免的，但只要学生和教师充分认识到了这一影响，采取有效的应对策略，就可以在一定程度上减少其负面影响。

希望通过本文的探讨，能够引起更多人对高职高专学生英语教学中的正负迁移问题的重视，促进教育体系的进一步完喙和进步。

浅析在高职高专学生英语教学中的正负迁移作用

浅析在高职高专学生英语教学中的正负迁移作用在高职高专学生的英语教学中，正负迁移作用是一个不可忽视的问题。

正迁移指母语对英语学习起到促进作用，而负迁移则指母语对英语学习产生障碍。

本文将从学生的语言背景、教学内容和教学方法等方面浅析在高职高专学生英语教学中的正负迁移作用。

让我们从学生的语言背景出发来看正负迁移作用。

在高职高专学院，大多数学生的母语是中文，他们的日常交流和思维方式都受到了中文的影响。

在英语学习中，学生可能会将中文的语法结构和表达习惯带入到英语学习中，这就是负迁移的体现。

在英语的句子结构方面，学生可能会直接翻译中文句子的结构到英语中，导致句子的语法错误。

在发音和语音的学习中，学生也会受到中文音韵系统的影响，产生发音错误。

也有一些学生在学习英语时利用中文的语言特点进行联想，从而促进英语学习，这就是正迁移的体现。

学生可以通过对比中英语言的差异，更好地理解英语的语法规则和语言逻辑，从而提高学习效率。

教学内容也会对正负迁移产生影响。

在高职高专学生的英语教学中，教学内容通常包括基础词汇、语法知识和交际能力等方面。

在词汇学习中，学生可能会出现正迁移，通过对比中英文词汇的异同，帮助学生更好地掌握英语词汇。

但是在语法学习中，可能会出现负迁移，学生难以摆脱中文的语法思维，导致错误的语法应用。

在教学内容的设计中，需要充分考虑学生的语言背景和思维方式，引导学生正确学习英语，避免负迁移的发生，促进正迁移的发挥。

教学方法也是影响正负迁移作用的重要因素。

在高职高专学生的英语教学中，教师需要根据学生的实际情况，选择合适的教学方法。

传统的教学方法更注重语言知识的传授和语法规则的讲解，可能会导致学生出现负迁移的情况。

而倡导沟通和交际的教学方法更有利于学生克服语言障碍，促进正迁移的发挥。

多媒体教学和实践性教学也能帮助学生更好地理解和掌握英语知识，减少负迁移的发生。

教师需要不断探索适合学生的教学方法，引导学生正确学习英语，发挥正迁移的作用。

汉语负迁移对高职生英语学习的影响及对策

１引言．
本文旨在探讨汉语对以英语为第二语言的高职生所产生的负迁移的作用。我国大多高职院校的高职生英语基础薄弱，英语学习缺乏兴趣，学生英语水平参差不齐。笔者在教学中发现，在英语学习的过程中汉语对高职生所产生的负迁移远远大于正迁移，从而阻碍了英语的学习。笔者希望通过研究负迁移的影响，分析负迁移产生的原因并找到行之有效的对策来提高学生英语水平。２汉语的负迁移．迁移（ａｓｒ是一个心理术语，ｔｎｆ）ｒｅ是指学习者已经获得的知识、技能，甚至方法和态度对学习新知识、新技能的影响。积极的影响称为正迁移（ｏｉｖａｓｒ消极的影响称为负迁移（ｅａｖａｓｒｐｓｉｔｎｆ）ｔｅｒｅ，ｎｇｔｅｒｎｆ）ｉｔｅ。正迁移对事物起积极促进作用，而负迁移则对事物的发展起干扰妨碍作用。就英语学习而言，汉语对英语，对英语知识的正负迁移并存，也就是说，汉语对英语学习既存在着促进作用，又存在着干扰或阻碍作用。因此，在英语学习中，我们应该尽量避免负迁移，积极有效地利用正迁移，提高英语学习的质量、效率，使英语学习事半功倍。３汉语对英语学习的负迁移．汉语对英语学习的负迁移主要体现在以下几个方面：３１语音的负迁移．中国的大学生在学习英语之前，汉语的语音，语调已经在他们头脑中根深蒂固，因此，在学习英语发音时会不自觉地受汉语的发音的影响，用汉语的发音规律，语音语调来发音。虽然英语和汉语都是使用国际音标，有些元音和辅音的发音和汉语有相似之处，但是英汉语分别属于两个不同的语系，其差别较之属于同一语系的语言来说又要大些，按照对比分析学派的观点，这将会导致学习中的母语负迁移（留华，苏２０：６。主要有以下几点：００４）有些发音汉语中没有，学生会找出相近汉语音素的来代替。例如：英语中的一些辅音在汉语中没有，，］３，如［『和【】汉语中没有此音，很多学生发汉语的Ｓ而不是［】汉语的ｚｆ，而不是【】５。英语中有辅音簇，出现两个或多个辅音连用，会而汉语中没有，是声母和韵母组合，不会出现多个声母连用。因此，学生在发音时，总是习惯性的在辅音后加元音。如，ｅｔｇａ常被读成／ｒｔｏｎｅ被读成ｒｇｅ／ｒｇ常￣ｉ，ａ

汉语对英语写作的负迁移及应对策略

汉语对英语写作的负迁移及应对策略中国学生在进行英语学习时能较为明显的感受到学习障碍，这种障碍比较大程度是源自于我们的母语汉语。

本文以高职高专的学生为研究对象，从母语负迁移的角度，着力研究英语写作上的汉语负迁移，并提出相应的解决方案。

以进一步促进英语的学习。

母语汉语负迁移英语写作一、在进行英语学习时，我们通常把英语分为听，说，读，写四部分，写作放在最后，但其重要性并不亚于前面三部分随着经济全球化的发展，英语写作的重要性也日趋明显。

而经过笔者的考察与研究发现，我国大学生在进行英语写作时，出现和遇到了很多的问题和障碍。

这些问题和障碍不少是由于我们的母语汉语所带来的。

也就是我们通常所说的母语负迁移。

在中，迁移指的是一种学习对另一种学习的影响，指在一种情境中获得的技能、知识或态度对另一种情境中技能、知识的获得或态度的形成的影响。

迁移有正迁移和负迁移之分。

汉语对英语学习的积极促进作用称之为正迁移，相反，汉语对英语学习产生的各种障碍，消极作用称之为负迁移。

在英语的学习中，汉语对英语的迁移现象随处可见，影响也极为广泛且深刻。

本文以高职高专学生为对象，就汉语母语对英语写作产生的负迁移现象进行分析，并提出相关解决方案。

（一）汉语与英语的构词法不同汉语是一门逻辑性很强的语言，在进行构词时通常都有规律可行。

如在表示食物时，“肉”是作为整个肉类的总称。

而涉及到具体的某种类时，通常在前面加上某种类即可。

如“猪肉”，“牛肉”，“羊肉”，然而，对应的英文却并不这样表达。

猪肉的英文是“pork”而非“pig meat”，牛肉叫“beef”而不是“cow meat”羊肉则称之为“mutton”。

除此之外，英语还有单复数，可数与不可数之分。

复数名词也有加-s，-es或y变i再加-es之分，种类较多。

而在汉语中，此种现象并不存在，在进行遣词造句时中文并不受影响，换成英文，则会导致错误百出。

如汉语“我有很多朋友”学生常会写成“I have many friend.”Friend在这里显然是复数，需要在词尾加上“s”。

汉语负迁移对高中生英语学习的影响及对策

称为正迁移（ｏｉｉｅｒｎｆｒ。迁移ｐｓｔｖｔａｓｅ）负
ｏｔｓｐｎｏ（来表达思想这样一种现象。果母语的语去模仿。有条件的情况下，尽可能让ｐｒｈｉｏｉｉｎ． ×）如在要
基本的问题不在于新语言本身所具有的
不同的特点，在于由第一语言习惯所而
形成的一整套特有的习俗。” 俗的说，通就是在学习一门新的语言的过程中的音标学生就很难输入，不是单个词的孤立的意义，有而如
为主” 要避免学生出现第三类错误，。教
师在教授新单词时就要注意语言的整体必要的话，讲解与其近义的词的区别，要如教师可以把：ｔｎ… ｓｉ “ｈｉｌｍ… ｓｎｙ” ｋｉｎ放在一起来理解。
２词汇方面
其次学生在词汇层面受到汉语负迁
助干母语的发音、义、构规则或习惯学生听到最纯真的语音，他们去体会，词结让言规则和外语是一致的，么母语的规他们与英语本族人接触，味他们的发那体则迁移会对目标语有积极的影响，被音。这
１语音方面
在英语发音中，中英文发音相似的音
节学生就容易掌握，［ｕ】［］，一些如ａ，ｓ等而发好音，音标［：，生就容易发成如ｉ】学 “ ”；［音，生的舌头不知道该如何衣而０】学

汉语负迁移对英话学习的影响及应对策略

汉语负迁移对英话学习的影响及应对策略[摘要]在英语学习中，受汉语思维方式和表达习惯的影响，中国的学生常常将汉语的语言结构迁移到英语表达中来，影响英语语言的学习和运用，本文拟以语言学理论及英汉对比理论为依据，从汉语负迁移的角度探讨学生学习中词汇、句法层面等方面出现的错误，并提出一些应对策略，对英语教学起到一定的指导作用。

[关键词]英语学习英文戏剧负迁移策略语言是文化的载体，不同的民族有不同的文化，不同的民族文化必然导致不同的民族心理。

既而影响到人们的思维形式和语言结构的差异。

有关英汉两种语言的对比研究，国内外的专家和学者有综述，对这两种语言的异同进行了多层次的研究。

尤金·奈达在Tanslating Meaning中概括为：汉语为意合(Parata-xis)为主，而英语以形合(Hypotaxis)为主(参见Nada Eugene A,The theory and practice of translation.leiden:E.J.Brill,1982)迁移是个心理学术语，早期仅指先前的学习对后续学习的影响，现在一般认为是一种学习对另一种学习的影响。

著名的二语习得者Odlin总结了二语习得领域数十年来的语言迁移现象研究，给语言迁移下了一个简明而精确的定义：Transfer is the in fluence resulting from similarities and differences between the target language and any other language that has been previously(and perhaps in-perfectly)acquianted.(由于目的语和其他任何已经习得的或尚未完全习得的语言之间存在若性和差异，由此而造成的影响被称为迁移)。

Rod Ellis认为在学习过程中，学习者的母语有时会带来负面影响，由此而造成的影响被称为负迁移(negative transfer)。