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1、TheInfluenceofTheNegativeTransferofChineseonEnglishVocabularyStudyI.IntroductionSecondLanguageAcquisition(SLA)isaverycomplexprocess.Thefactorswhichinfluencetherateandlevelofachievementofthesecondlanguagearevarious,suchasage,motivation,personalities,languageaptitude,cognitiveprocess,etc.However,th
2、emothertongueplaysaveryimportantpartinit,foritalwaysfunctionsintheprocessofSecondLanguageAcquisition,especiallyinnon-naturalisticlearningsurroundings.IntheelementarystageofSecondLanguageAcquisition,languagelearnerssimplyusetheknowledgeofthemothertongueforreference.AsRodEllis(Ellis,1999:37-38)hass
3、uggested,makinguseofthemothertongueembodiesacommonpsychologicalprocess,thatis,learnershavetodependonwhattheyhavelearntintheirmothertonguetohelpthemunderstandtheknowledgeofanewlanguage.Thetransferofthemothertonguereferstotheinfluencethatthelearner’smothertongueexertsovertheacquisitionofthesecondla
4、nguage.Thetransfertheorybelievesthat,ifthehabitsofthemothertonguearesupposedtohelptoformanddevelopthehabitsofthetargetlanguage(thesecondlanguage),ormoreconcretelytosay,ifthemothertonguepossessescertainsimilarortotallyidenticalcharacteristicsasthetargetlanguage,themothertonguewillfacilitatethelear
5、ningofthetargetlanguage.Thiseffectisknownaspositivetransfer.Ontheotherhand,ifthehabitsofthemothertonguearesupposedtopreventthelearnerfromlearningthehabitsofthetargetlanguage,thatis,thelearnerhastototallydependonthelanguagerulesofthemothertonguetolearnthetargetlanguage,theproblemsofthenegativetran
6、sferarises.12Inmostofthewesterncountries,languagelearnerslearntheirsecondlanguagesthathavethesameoriginastheirmothertongue.Similarculturalbackgroundandlanguagecharacteristicsmakethepositivetransferappearmoreoftenthanthenegativetransferinthelearningprocess.Nevertheless,theforeignlanguagethatChines
7、estudentsmainlylearnintheschoolisEnglish.ComparedwithChinese,itcomesfromadifferentlanguagefamily.Itsdifferentculturaltraditionandlanguagecharacteristics(includingpronunciation,vocabularyandgrammaticalsystem)makeourChin
