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1、TheInfluenceoftheNegativeTransferofChineseonEnglishVocabularyStudyI.IntroductionSecondLanguageAcquisition(SLA)isaverycomplexprocess.Thefactorswhichinfluencetherateandlevelofachievementofthesecondlanguagearevarious,suchasage,motivation,personalities,languageaptitude,cognitiveprocess,etc.However,the
2、mothertongueplaysaveryimportantpartinit,foritalwaysfunctionsintheprocessofSecondLanguageAcquisition,especiallyinnon-naturalisticlearningsurroundings.IntheelementarystageofSecondLanguageAcquisition,languagelearnerssimplyusetheknowledgeofthemothertongueforreference.AsRodEllis(Ellis,1999:37-38)hassug
3、gested,makinguseofthemothertongueembodiesacommonpsychologicalprocess,thatis,learnershavetodependonwhattheyhavelearntintheirmothertonguetohelpthemunderstandtheknowledgeofanewlanguage.Thetransferofthemothertonguereferstotheinfluencethatthelearner’smothertongueexertsovertheacquisitionofthesecondlangu
4、age.Thetransfertheorybelievesthat,ifthehabitsofthemothertonguearesupposedtohelptoformanddevelopthehabitsofthetargetlanguage(thesecondlanguage),ormoreconcretelytosay,ifthemothertonguepossessescertainsimilarortotallyidenticalcharacteristicsasthetargetlanguage,themothertonguewillfacilitatethelearning
5、ofthetargetlanguage.Thiseffectisknownaspositivetransfer.Ontheotherhand,ifthehabitsofthemothertonguearesupposedtopreventthelearnerfromlearningthehabitsofthetargetlanguage,thatis,thelearnerhastototallydependonthelanguagerulesofthemothertonguetolearnthetargetlanguage,theproblemsofthenegativetransfera
6、rises.11Inmostofthewesterncountries,languagelearnerslearntheirsecondlanguagesthathavethesameoriginastheirmothertongue.Similarculturalbackgroundandlanguagecharacteristicsmakethepositivetransferappearmoreoftenthanthenegativetransferinthelearningprocess.Nevertheless,theforeignlanguagethatChinesestude
7、ntsmainlylearnintheschoolisEnglish.ComparedwithChinese,itcomesfromadifferentlanguagefamily.Itsdifferentculturaltraditionandlanguagecharacteristics(includingpronunciation,vocabularyandgrammaticalsystem)makeourChin
