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浅谈如何利用汉语的正迁移作用促进高中英语教学关键字：英语汉语正迁移汉语环境中学习英语，母语的影响不可回避。
既然如此，高中学英语教学中不应一味地强调回避母语的使用，而是应该明智地、更合理地利用母语使学生学起英语来更容易一些。
一、语言正迁移的概念语言迁移是一个心理学术语。
教育心理学指出迁移是在第二语言学习过程中，学习者试图借助母语的语音、语法等来表达或学习目的语而产生的现象。
它是“一种语言学习对另一种语言产生影响”[1], 是在第二语言或外语学习中，学习者由于不熟悉目的与的语法规则而自觉或是不自觉地运用母语的规则来处理目的与信息的现象，它多半出现在第二语言或外语学习的出阶段[2]。
Odlin认为语言迁移表现为：（1）正迁移，指母语与目标语的相同之处会促进第二语言学习；（2）负迁移，指母语干扰，指母语与目标语的不同之处会使学习者在目标语的过程中误认为是相同的，从而使学习者出现认识混乱，导致错误出现。
当母语的某些特征同目的语相类似或则完全一样时，往往出现正迁移；而当母语与目的语的某些特点相迥异时，学习者若借助母语的一些规则作为拐棍，就会产生负迁移现象[3]。
由此可知，负迁移会阻碍学习者学习第二语言或是外语，在学习过程中应当尽量规避，同时善加利用语言学习的正迁移现象，在课堂上发扬母语的对英语的正迁移作用。
二、利用汉语对语法教学的正迁移作用促进语法教学汉语和英语作为某种语言，这就意味着它们拥有共同的因素。
这些共同因素使得汉语有助于英语学习。
汉语的正迁移在语音、词汇和语法三大系统中均有体现。
（一）语音系统正迁移汉语和英语的语音系统都有元音和辅音，并且存在一定相似性。
汉语的辅音大部分与英语的辅音相似。
汉语拼音是由辅音拼读元音读出汉字。
在教授英语语音时，可以借助汉语拼音的辅音让学生记忆英语的辅音。
通过汉语拼音拼读情况教授学生拼读英文单词。
汉语语调有声调、降调，曲折调。
降调表示肯定和完整，声调表示未完成和疑惑，曲折调主要表达某种复杂的心情。
中学英语写作中汉语迁移问题研究在中学英语写作中，汉语迁移问题是一个常见的研究领域。
汉语迁移指的是学生在学习英语写作过程中受到汉语语言特点的影响，造成英语写作中的错误或困难。
本文将从汉语语法、词汇、语用等方面探讨中学英语写作中汉语迁移问题。
汉语迁移在中学英语写作中常见于语法方面。
汉语和英语有很多不同的语法结构和句式。
在汉语中，形容词和名词的位置可以颠倒，而在英语中，形容词通常要放在名词的前面。
这使得学生在写英语句子时经常出现形容词和名词的顺序错误。
汉语中的连词使用也与英语有所不同，汉语中常用的“因为”，在英语中应该用“because”。
学生往往忽视了这些语法差异，直接把汉语语法应用到英语写作中，导致语法错误。
汉语迁移在中学英语写作中还表现在词汇方面。
汉语和英语的词汇也存在一些差异。
汉语中常用的动词“去”在英语中要分成多个词来表达，“go to”、“leave”等。
学生经常受到汉语词汇的影响，直接使用“去”这个词，而忽略了其他表达方式。
学生在使用英语词汇时也经常出现词义混淆的情况。
汉语中的一个词在英语中可能有多种翻译，学生往往无法准确地选择合适的翻译，造成词义错误。
汉语迁移在中学英语写作中还表现在语用方面。
汉语和英语在表达方式上存在一些差异。
在汉语中，经常使用被动语态来表达动作的受事者，而在英语中，主动语态更常见。
学生在写作时经常受到汉语句式的影响，过度使用被动语态，导致句子结构不完整或不通顺。
学生在使用英语时也常常出现委婉语和直接表达的混淆。
汉语中的委婉语较多，而英语中更倾向于直接表达。
学生往往使用了太多的委婉语，导致语言过于含糊或不清晰。
中学英语写作中的汉语迁移问题包括语法、词汇和语用等方面。
学生在学习英语写作过程中，需要认识到这些语言差异并加以克服。
教师在教学过程中应该注重对学生的汉语迁移问题的指导，帮助学生纠正错误，培养正确的英语写作习惯。
只有通过不断的学习和实践，学生才能有效地克服汉语迁移问题，提高英语写作水平。
中学英语写作中汉语迁移问题研究引言：中学英语写作是学生学习英语的重要组成部分，而汉语迁移问题是中学生英语写作中常见的难点之一。
汉语迁移是指学习者在学习英语写作时，因为母语是汉语，所以在思维方式、词汇使用、语法结构等方面受到汉语的影响，导致英语写作中出现一些不合理、不规范的现象。
本文旨在探讨中学英语写作中的汉语迁移问题，并提出相应的解决方法，以帮助学生提高英语写作水平。
一、中学生英语写作中的汉语迁移表现1. 词汇使用在英语写作中，由于受到母语汉语的影响，学生常常倾向于直译中文表达方式，导致用词不准确、不自然。
在汉语中“苹果”和“苹果树”分别叫做“apple”和“apple tree”，但学生可能会直接将“苹果树”翻译成“apple tree”，而实际上应该是“apple tree”。
这种直译现象在中学生英语写作中较为普遍。
2. 语法结构受到汉语语法结构的影响，学生在英语写作中常常出现语序不当、主谓一致错误等问题。
在汉语中，修饰语通常放在被修饰词的后面，而在英语中则需要放在被修饰词的前面。
由于习惯了汉语的语序，学生在英语写作中容易出现语序混乱的现象。
3. 逻辑思维由于汉语和英语在逻辑思维方式上存在差异，学生在英语写作中可能会出现逻辑不清晰的问题。
在汉语中，描述事件的顺序可能是从后往前的，而在英语中则需要按照事件发生的顺序进行描述。
这种习惯性的逻辑思维差异会导致学生在英语写作中难以表达清晰的逻辑关系。
中学生在英语写作中存在的汉语迁移问题会对其写作水平产生一定的影响。
汉语迁移会导致中学生的英语写作表达不精准、形式不规范，影响作文的质量。
汉语迁移会影响学生对英语语言习惯的养成，使其难以适应英语写作的要求，从而限制了学生的写作能力的提升。
汉语迁移问题还会使中学生在英语写作中产生认知障碍，影响其对英语语言习得的进程。
由于汉语迁移导致学生无法准确、自如地运用英语语言，影响了学生对英语语言的理解和应用，从而阻碍了其对英语写作的掌握和运用。
浅析英语学习中的汉语迁移现象摘要：迁移是教育心理学的重要组成部分，是在学习过程中取得的经验的横移和引进，在学习过程中起着重要的作用。
本文根据语言共同性理论及教育心理学上的正负迁移规律，来分析英语学习中的汉语迁移现象。
关键词：迁移，语言共性，汉语迁移一、迁移和迁移作用发生的条件英语学习过程中的迁移现象是普遍存在的。
迁移是观察、技艺、思维、想象、推理等诸因素综合作用的结果，是已经掌握的知识和技能在新情境中的应用或已有经验对新知识的影响（汪清洁，2002）。
迁移按其效果可分为两种类型：一种是正迁移，执意中学习对另一种学习的促进作用；一种是负迁移，只两种学习间的干扰作用。
当新旧刺激相同或相似，又要求学生作相同反应时，容易产生正迁移；而当新旧刺激物十分相似而又要求作出不同反应时，则容易产生负迁移。
负迁移一般是暂时性的，经过练习和训练是可以克服的。
尽管迁移现象是普遍存在的，但迁移的发生不是自动的，它还需要具备一定的条件：1.两项学习具有共同因素：首先，学习内容方面的共同因素较多，则迁移现象较明显。
其次，学习方法方面统统因素较多，迁移现象也较明显。
例如：英语学习需要大量的记忆，可以将记忆历史、地理等学科的好的经验运用到记忆英语词汇、句子中。
2.知识经验的概括水平：知识经验的概括水平是影响知识迁移的重要因素之一。
概括是迁移的核心，掌握普遍性的原理、原则，提高知识经验的概括水平，有利于知识的迁移。
例如在英语学习中，学生掌握了简单句的构成规则，就很容易作出含有修饰成分的简单句。
3.认知结构的清晰性和稳定性：认知结构是由人们过去对外界事物进行感知、概括的一般方式或经验所组成的观念结构。
它的清晰性和稳定性直接关系到新知识学习的效果。
在实际学习中，它直接表现为学生分析问题的能力。
例如在英语词汇学习中，词缀可以帮助学生快速记忆大量的单词。
4.迁移的定势作用：定势是一种心理准备状态，迁移的定势是应用知识经验的心理准备状态。
定势对知识迁移的影响可能是积极的，也可能是消极的。
英语口语交际中的汉语负迁移现象探讨我国大学生英语口语的母语负迁移现象主要表现在语音、词汇、语法、语用四个方面。
举例分析了汉语负迁移对英语口语影响的具体表现,并提出了如何克服负迁移、提高英语口语应用水平的对策。
标签：英语口语;母语负迁移;对策1 引言随着经济的快速发展和对外开放程度的不断深化,中国国际地位迅速提升,对外交流日益频繁,特别是北京2008年奥运会的成功举办,进一步增强了民众对外语沟通能力及国际文化的认知度,全民英语学习的热潮进一步掀起。
但是,受多年来英语教育重阅读轻听说的影响,我国英语口语水平普遍较差,即使在大学生中,口语水平也不容乐观。
对于笔者所教的大一、大二学生,在口语测试、课堂提问、英语角等活动中,中式英语俯拾皆是,思想表达不清楚,令人觉得不知所云的句子时而有之。
经过分析,英语口语水平差,其中一个重要的因素是母语负迁移。
作为成年人的大学生,其英语是在母语系统已经牢固建立的条件下建立起来的第二语言系统,英语口语难免会受到汉语负迁移的影响。
2 语言负迁移迁移是个学习心理学术语,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。
著名的二语习得专家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比较精确的定义:Transfer is the influence resulting from similarities and differences between the target language and any other language that has been previously(and perhaps imperfectly)acquired。
(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共性和差异,由此而造成的影响被称为迁移)。
语言迁移有两种,即正迁移(positive transfer)和负迁移(negative transfer)。
中学生英语写作中汉语负迁移现象及对策探析随着中国的不断发展和开放，越来越多的中学生开始学习英语，并且英语写作作为学科的一部分也逐渐受到重视。
在英语写作中，很多中学生都存在着汉语负迁移的现象，即在英语写作中受到母语汉语的影响，出现严重的语言错误。
本文将就中学生英语写作中汉语负迁移现象进行探析，并提出相应的对策。
1.1 直译问题在英语写作中，很多学生在表达时会直接使用汉语句式直译成英语，由于汉语与英语的语法结构和表达方式截然不同，这就导致了英语句子出现了严重的语法错误和不通顺的表达方式。
“她是我的好朋友”一句，在英语中应该是：“She is my good friend.”而不是直接译成：“She is my good friend of mine.”1.2 词汇搭配问题1.3 句型结构问题在英语写作中，学生们也容易在句型结构上受到汉语的影响，导致出现了句子不通顺、语法错误等问题。
英语句子中的主被动语态、定语从句、强调句等在汉语中的表达方式与英语截然不同，因此学生在表达时很容易出现错误。
2.1 学习方式的差异中学生在学习英语的过程中，由于传统教学方法的限制，他们往往过于注重词汇和语法知识的学习，而对语言习得和实际运用的训练不够，导致了他们在写作中无法真正理解和把握英语的表达方式和用词习惯。
2.2 母语影响母语对学习第二语言的影响是不可忽视的，很多学生在表达时会首先想到使用汉语的表达方式，然后再用英语来表达，这种思维方式会让他们丧失英语写作应有的独立性和自觉性。
2.3 学习氛围的缺失在很多中学，学生们对英语学习的兴趣和热情并不高，而且英语写作往往是在课堂上完成作业，缺少了学生们自主写作的机会，也就无法真正提高他们的英语写作水平。
3.1 提倡英语思维学校和教师应该引导学生去提倡英语思维，让学生从思维方式上就要将汉语的思维方式转化成英语的思维方式。
可以从阅读入手，让学生多读一些英语文章、英语课外读物，培养他们用英语思维方式去表达的能力。
中学英语写作中汉语迁移问题研究中学英语作为学科，是一门外语课程。
尽管学生在学习英语之前已经学习了汉语一段时间，但是这并不意味着他们能够准确地运用汉语。
在英语写作中，许多学生经常出现汉语迁移的问题。
本文将探讨中学英语写作中汉语迁移的问题。
一、什么是汉语迁移汉语迁移是指学生在学习英语写作时，受汉语的影响，把汉语的语法、用法、语义等特点迁移到英语写作中。
学生在写作中可能出现以下几种情况：1. 直译学生在翻译汉语句子时，直接按汉语语法结构翻译，而不是按照英语的语法结构。
这种情况下，句子结构可能不符合英语的语法规则，导致语言表达不准确。
例如：中文：我正在看书。
英文：I am watching a book.2. 用法错误学生在使用英语单词时，根据汉语的用法习惯进行运用，而不是考虑英语单词的实际用法。
中文：我很喜欢那本书，它很sexy。
英文：I love that book, it's very sexy.3. 语义不同学生在编写句子时，可能会根据汉语的表达习惯把英语单词的意思加以扩大或缩小，从而导致句子语义错误。
中文：他的手机坏了，他很郁闷。
英文：His mobile phone is broken, he is depressed.二、汉语迁移的原因汉语迁移的原因主要有以下两个方面：1. 学生英语知识的不足学习外语的初始阶段，学生在掌握基础词汇、语法规则方面存在较大困难。
很多时候，学生的英语技能还不够强大，还没有完全理解深入的语言知识，所以会根据已知的汉语知识进行猜测和应用。
2. 学生母语习惯的影响因为学生的母语是汉语，他们通常会将汉语的语言习惯和英语混淆。
这主要是由于汉语和英语在语言结构和语法方面存在一些差异。
学生还具有自对的汉语表达和思考习惯，这些习惯也会影响他们使用英语的方式。
三、如何避免汉语迁移为了避免汉语迁移问题，学生应该选择以下方法：1.有意识地了解英语语法和词汇学习学生应该在学习英语过程中，注重英语词汇和语法的学习，以便理解英语的语言结构和规则。
中学生英语写作中汉语负迁移现象及对策探析汉语负迁移指的是在中学生英语写作中出现的一种错误现象，即学生将汉语语法或用法错误地应用于英语写作中。
这种现象常常使得学生的英语写作表达不准确、语法错误频繁出现，给读者带来困惑或误解。
为了解决这一问题，我们需要探讨其原因，并提出一些对策。
造成汉语负迁移现象的原因有多种：中学生在学习英语过程中会受到母语汉语的干扰。
由于中文与英文在词序、语法结构等方面存在一定差异，学生容易将中文的语法规则应用到英语写作中，从而影响表达的准确性。
中学生英语写作水平相对较低，词汇量有限，所以他们往往用中文中的表达方式去处理英语写作题目，导致了负迁移的现象。
为了解决汉语负迁移现象，我们可以采取以下对策：教师应该及时发现和纠正学生的错误。
在批改作文时，教师可以重点关注学生的错误表达，并给予适当的指导和纠正。
教师应该将语法教学与写作训练结合起来，使学生能够正确理解和运用英语语法规则。
教师可以通过讲解和练习的方式帮助学生理解英文句子结构，学会正确的表达方式。
学生应注重词汇和句型的积累，通过大量阅读和写作练习，丰富自己的词汇量和语言表达能力，从而避免汉语负迁移的现象。
学校和家庭也应加强对学生英语学习的支持和指导。
学校可以组织英语写作比赛、阅读活动等，培养学生的英语写作兴趣和能力。
家庭可以提供多种学习资源，如英语电影、英文原版书籍等，帮助学生进行英语写作的积累和提高。
汉语负迁移在中学生英语写作中是一个普遍存在的问题。
为了解决这个问题，学校和教师需要加强对学生的指导和教育，学生本人也需要注重积累和提高自己的英语写作能力。
只有通过共同努力，才能有效地克服汉语负迁移现象，提高中学生的英语写作能力。
中学生英语写作中汉语负迁移现象及对策探析中学生英语写作是英语学习的重要组成部分，而中学生作为英语学习的初学者，对于文化差异和语言习惯等方面的理解可能会出现偏差。
这种偏差在英语写作中体现为汉语负迁移现象，也就是在英语写作中出现汉语语言习惯的痕迹，表现为使用汉语语法、表达思维方式审美观念等。
本文将从汉语负迁移的原因、表现和对策角度进行探讨。
一、汉语负迁移的原因1.语言背景影响汉语和英语是两种语言体系，文化背景、社会背景、语言环境等各方面的差异都会影响到学习者的英语学习，因此中学生学习英语时很容易将中文语言习惯带入英语写作中，造成说写不准确、表达不流畅等问题。
2.单词语法记忆不足英语写作最基本的是单词基础，有很多中学生在学习单词时只掌握单词的字面意思，而对其在句子中的用法和词性等不太熟悉，不能很好地将单词综合运用于写作中。
3.文化差异造成表达偏差英语写作和中文写作具有不同的表达方式，语法结构和审美观念等都存在差异，而中学生在英语写作过程中难免受到中文审美观念的影响。
1.语法错误中学生在写英语作文时经常出现词序、时态、语态等语法错误，这些错误是因为他们更熟悉中文语法结构，导致他们在用英语表达时会把中文语言习惯带入到英语写作中。
2.过度汉化表达法中学生在英语写作中难免受到中文思维的影响，表现为使用一些中文的翻译表达法来表达英语词汇，但这样做会使文章不流畅、不自然。
3.用词不当中学生在英语写作中常常会使用错误的词性，比如把名词当动词使用，或把形容词当副词使用，这会使文章的表达力和连贯性下降。
1.锤炼语感中学生要通过更多的阅读、听力练习来提高英语的语感，这样可以有效地帮助他们更准确地把握英语语法、用词、表达方式等，避免使用汉语语言习惯。
2.注重写作训练中学生应注重英语写作训练，进行写作练习，养成写作习惯，提高写作能力，这样可以使他们更加熟练的运用英语表达思想，避免使用中文思维。
3.加强语法技能中学生需要时常进行语法练习，掌握英语语法、句型等语言知识，这样能更好地运用英语表达思想，避免汉语语言习惯的干扰。
英语教学中汉语教学迁移机制探微前言在英语教学中，学生的汉语水平和思维方式对英语学习有着深刻的影响，这种影响被称为汉语教学迁移。
本文旨在探讨英语教学中汉语教学迁移机制，以期提供一些新思路和方法来改善英语教学效果。
什么是汉语教学迁移？汉语教学迁移指的是学生在英语学习过程中，利用自己掌握的汉语知识和思维方式来帮助理解和掌握英语知识和思维方式的一种现象。
这种现象是自然而然的，因为母语和外语是相互关联的，学生在学习英语的过程中，难免会用到汉语的思维方式。
汉语教学迁移对英语教学的影响汉语教学迁移对英语教学有着积极和消极的影响。
积极的影响是，汉语教学迁移可以帮助学生更好地理解和掌握英语知识和思维方式，尤其是对于那些与汉语有相似之处的英语知识，汉语教学迁移能够起到很好的帮助作用。
消极的影响是，汉语教学迁移也会导致学生错误地使用英语知识和思维方式，因为有些汉语思维方式在英语中并不适用或者会导致歧义。
汉语教学迁移机制汉语教学迁移的机制包括语义迁移、语法迁移、语音迁移和文化迁移。
语义迁移语义迁移是指学生在学习英语单词或短语时，将其与汉语单词或短语的意思联系起来，从而更好地理解和记忆这些英语单词或短语。
例如，学生在学习英语中的“book”这个单词时，可能会将其与汉语中的“书”联系起来，更好地理解这个单词。
语法迁移语法迁移是指学生在学习英语语法时，将汉语的语法结构应用于英语中，以帮助理解和记忆英语语法规则。
例如，有些学生在学习英语中的被动语态时，会使用与汉语相似的被动语态结构来帮助理解。
语音迁移语音迁移是指学生在学习英语发音时，将其与汉语发音联系起来，从而更好地掌握英语发音。
例如，学生在学习英语语音时，可能会使用汉语中相似的音素帮助记忆。
文化迁移文化迁移是指学生在学习英语的文化知识时，将其与汉语的文化联系起来，从而更好地理解和掌握英语文化。
例如，学生在学习英语文化时，可能会将其与自己的汉语文化联系起来，更好地理解和接受英语文化。
中学生英语写作中汉语负迁移现象及对策探析1. 引言1.1 介绍中学生英语写作中汉语负迁移现象中学生英语写作中汉语负迁移现象是指学生在英语写作中受到汉语语言结构和表达习惯的影响，造成英语写作表达不准确、不规范的现象。
这种负迁移现象在中学生英语写作中比较常见，给学生的英语学习和写作能力提升带来一定困扰。
在中学生英语写作中，汉语负迁移现象表现为学生在句子结构、词汇选用、语法运用等方面出现错误或不当的现象。
学生可能会直译汉语句式或习惯用语到英语写作中，导致表达不通顺、逻辑不清晰。
学生可能会涉及英语语法规则不熟悉或运用不当，造成句子语法错误或语意模糊。
汉语负迁移现象的产生主要原因是中学生在英语学习过程中对汉语的依赖过重，缺乏对英语语言特点的深入理解和运用。
长期处于汉语环境中的学生往往习惯了汉语的表达方式，难以完全转变为英语思维方式，导致负迁移现象难以避免。
要解决中学生英语写作中的汉语负迁移现象，需要提高学生的英语语言意识和自主学习能力，引导他们多接触英语语境，注重语言表达准确性和规范性。
教师应当加强对学生的指导与纠正，及时发现并纠正学生写作中的错误现象，帮助他们建立正确的英语写作思维模式。
通过师生合作，共同努力应对汉语负迁移现象，提升学生的英语写作水平。
1.2 分析负迁移现象产生的原因There are several reasons contributing to the phenomenon of negative transfer of Chinese in English writing among middle school students. Firstly, the differences in grammar between Chinese and English often lead to errors in English writing. For example, Chinese sentences tend to be more concise and lack the use of articles, which can result in students omitting articles or using them incorrectly in English writing.2. 正文2.1 中学生英语写作中常见的汉语负迁移现象中学生英语写作中常见的汉语负迁移现象包括词汇错误、语法错误、逻辑错误等。
中学英语写作中汉语迁移问题研究汉语迁移是指母语使用者在使用外语时将其母语的语言习惯、思维方式和语言结构等转移到外语语言使用过程中的现象。
在中学英语写作中，汉语迁移现象普遍存在。
一、语法上的汉语迁移在语法上，汉语迁移表现为学生在英文句子中使用中文语言结构。
比如，在句子中的形容词、副词、介词的使用不恰当，如“我不喜欢吃太辣的饭。
”中的“太辣的饭”应为“太辣的菜”。
另外，一些中式短语、固定用语、词组和惯用表达式如“先…，再…”、“从…开始”在英语中并不常用，容易导致翻译错误，如“我先做完作业，再去玩。
”可译为“I’ll do my homework first, and then go out to play。
”在词汇上，汉语迁移表现为学生在英文写作时使用中文思维惯常用词汇，造成了用词不准确的现象。
如“舒服”的英文应为comfortable而非“comfort”。
而且，有时候学生在翻译时并不了解单词的具体含义，也容易出现翻译错误。
在习惯上，汉语迁移表现为学生在写作时习惯使用中文的思维方式和语体风格，而忽视了英语的风格和语境。
比如，学生在写作中夹杂中文词汇或短语，如“我喜欢看小说，因为它使我感到放松。
”应为“I like reading novels, because they make me feel relaxed.” 再如，学生在写作中经常使用逗号隔开分句，但在英语中，逗号的使用是很讲究的，常常需要在词与词，短语与短语之间使用，而不是仅仅用来隔开简单的分句。
在认知上，汉语迁移表现为学生使用英语时仍然采用中文的思维方式和逻辑结构，造成表达不恰当和容易产生歧义的现象。
比如，“美食节的举办有利于推动本地美食文化的发展。
” 这句话中，“有利于”一词的使用，更准确的表达应该是“有助于”推动…等等。
综上所述，在英语写作中存在着汉语迁移的问题，需要加强教育和引导。
学生应逐渐适应英语的思维方式和语言结构。
同时，培养学生英语写作的习惯和技能，不断提高英语素养和语言能力，教师也应该纠正学生写作中的错误并给予指导和帮助，以期达到更好的写作效果。
中学生英语写作中汉语负迁移现象及对策探析
中学生英语写作中的汉语负迁移现象在国内英语教育中非常普遍，给学生的英语写作
水平和语言表达能力带来了很大的影响。
为有效地解决这一问题，教师应该采取一系列措施，才能控制和减少学生英语写作中的汉语负迁移现象。
首先，教师应该加强学生的英语语感训练，引导学生从英语文化的角度去理解和运用
英语语言。
语感训练可以通过大量阅读和文化交流来实现，让学生感受英语表达的魅力和
流畅性，提高他们的英语语感。
其次，教师应该注重英语写作技巧的培养，加强学生的语法训练，学习并掌握英语写
作的常用套路和技巧。
同时，教师还应该通过课堂作业、批改和改进的方式，帮助学生找
到并纠正汉语负迁移现象，逐步提高他们的英语写作水平。
再者，教师可以通过影视、游戏等吸引学生的方式，提高学生的英语兴趣和积极性，
让学生意识到英语的重要性和必要性。
这样，学生在学习英语的过程中，会逐渐习惯使用
英语思考，培养出用英语思维和表达的习惯。
最后，教师也可以通过多样化的课堂活动和教学模式，激发学生的学习兴趣和积极性，鼓励他们勇敢地表达自己的想法和观点。
这样一来，学生会逐渐掌握用英语表达自己的技能，提高英语写作的水平和能力。
总之，汉语负迁移现象在中学生英语写作中是一个很常见的问题，解决这个问题的关
键是教师要找到切实有效的方法，从多个方面加强学生的英语语感训练和技巧培养，让学
生逐步摆脱汉语思维的束缚，掌握英语表达的基本技能，提高自己的英语写作水平和表达
能力。
中学生英语写作中汉语负迁移现象及对策探析随着全球化和中国的崛起，英语已成为人们必备的语言技能。
而在英语学习中，许多学生都会遇到汉语负迁移问题，特别是在写作中，这种现象表现得更加突出。
本文旨在探讨中学生英语写作中的汉语负迁移现象，并提供一些有效的对策以帮助学生克服这个问题。
一、汉语负迁移现象汉语负迁移是指在英语学习中，由于母语的影响，学习者在使用英语时存在一些错误或表达不当的现象。
下面列举一些比较常见的汉语负迁移现象：1. 中式书面语影响：学生在英语写作中常将中式书面语习惯用于英语写作中，造成语言不自然、生疏。
2. 音译：学生在写作中会将汉语中某些常用的词语音译为英语，如“电视”译为“television”，但这种翻译很容易让读者感到困惑。
3. 语法不当：汉语中的一些语法习惯是英语中不符合语法规则的，比如“从小到大”翻译为“from small to big”，正确的应该是“from childhood to adulthood”。
4. 用词不恰当：有些学生在以前的学习中学过一些字词，但是不知道它们和其他词汇的区别，或者不知道如何灵活使用，因此在英语写作中会出现用词不恰当的现象。
二、解决汉语负迁移问题的方法1. 制定有效的学习计划：学生应该有一个明确的学习计划，在学习英语的过程中应掌握英语基础知识，熟悉英语语法，正确地理解和运用英语表达方式。
2. 多听多读、多写多说：学生需要在课余时间多进行听、读、写、说等英语学习活动，多听英语广播、看英语电影、读英语杂志、写英语作文、说英语对话等，通过这些活动的锻炼能够提高英语水平，促进英语思维的形成。
3. 关注词汇的使用：在写作中，选词是非常重要的一个环节，因此，学生需要关注学习和使用英语中的常用词汇，这些包括词语的意思、用法、时态等。
同时，学生需要多积累一些句子、短语、习语，以方便在写作中使用。
4. 注意阅读英语范文：阅读英语范文有助于学生提高自己的英语水平，特别是对于那些想写好英语作文的学生来说，读英语范文更是必不可少的。
AbstractIn current middle school spoken English (voice) teaching, though teachers often use a variety of new teaching ideas and methods based on the interaction hypothesis and cooperative learning theory, they can not reasonably process the relationship between Chinese (voice) and oral English acquisition, with the result of leading to the middle school students' oral English learning cannot avoid negative transfer of Chinese or make full use of the positive transfer. At the same time, in oral English teaching in middle school study, although scholars take the full use of various of new research perspective in-depth to study the relationship between Chinese and English learning based on the interaction hypothesis and cooperative learning theory relatively, the research so far has the shortcomings as follows, the philosophy guiding is not comprehensive, the theoretical method basis pursuing is novel, make excessive use of to quantitative analysis of empirical research, despise of theory inquiry and prefer to make the research of qualitative analysis of empirical research.The research target of this paper is for middle school spoken English (voice) existing in teaching practice that can not reasonably deal with the relationship between the influence of Chinese and English learning. So that it leads to the result that the students can not avoid negative transfer of Chinese language, and they can not make full use of the positive transfer of English learning. Aiming at the phenomenon that the philosophical guidance related research in spoken English teaching in middle schools lacks of comprehensive and systematic theory,and some problems which has been told above, such as the theoretical method basis pursuing is novel, make excessive use of to quantitative analysis of empirical research, despise of theory inquiry and prefer to make the research of qualitative analysis of empirical research, this paper takes the dialectical system to modern system science in the prevailing view as the instruction, take the classical theory of contrastive analysis method as the main basis, adopt the achievement of contrastive study of English and Chinese speech, take the comprehensive method of theoretical research program which the deductivereasoning is the core theory combined with empirical research procedures which the qualitative analysis is the core theory, explore the viewpoint, theory methods and procedures of comprehensive regulation of positive and negative transfer of Chinese middle school English teaching, in order to form and verify a spoken English Teaching in middle school which is mainly based on the comparative analysis of Chinese transfer comprehensive regulation method.The study of this paper is expected to have practical and academic significances. In practice, the results of this study will be useful to solve the existing in the current middle school oral English teaching practice that can not reasonably deal with the influence of Chinese and English oral language acquisition. Then it results in middle school students' oral English learning can not avoid negative transfer of Chinese or make full use of the positive transfer, so it has a great practical value. Academically, the research approaches of this paper helps to solve the existing in the current oral English teaching in middle School the guiding ideology is not systematic, the theoretical basis is simply the pursuit of novelty, make excessive use of the quantitative analysis which exists mainly an empirical study, belittle the theory research and take the qualitative analysis of empirical research as the main research, so it has a certain academic value.Key words:high school EFL speaking teaching; Chinese transfer management; systemic thinking; Contrastive AnalysisChapter one Introduction1.1 The practical background and the theoretical backgroundAt present, in our country, the middle school English spoken language teaching has become the teaching difficulty, and the relative study effect is not the ideal. With the increasing of academic pressure, when students enter into middle school, they become cold to the oral English study, that is to say that they liked spoken English before while it becomes very difficult for them to speak, and even they become some offensive to learn oral English. From the viewpoint of development, a lot of middle school students can not reach the outline of oral English learning, and the overall feeling is to progress slowly. What are the causes of this phenomenon? Is the problem of curriculum setting, or is it a problem for teachers to teach? On the face of it, they are not. At present, a lot of middle school students cultivate the ability of oral communication as the key. In various aspects such as teacher's configuration, the arrangement of curriculum content and after-school activities have given been high attention. So, it is necessary to simply refuse and improve middle school students' oral English skills, and it is also necessary to define constraints of Chinese middle school students to improve oral English. To find out the relative reasons, the weak link of the middle school students' oral English can be overcome.Since entering the 21st century, with the trend of economic globalization haing become the world's mainstream, international exchange and international trade have become more and more frequent. English is becoming more and more popular, and causes extensive craze in most countries. Especially in China, English is taken as a second language which has been incorporated into the syllabus. People of all ages, from infants to the elderly have begun to learn English. Not only so, in China, the vast majority of school require students to must be through the English four levels, and a lot of enterprises and institutions in the recruitment will also give priority to employment foreign language skills good candidates. At the same time, the teaching of English, as an emerging industry in China quickly developes, all kinds of foreignlanguage training institutions, and foreign language learning software layer emerge in an endless stream.But the people who really use English as a second language to their life are less and less. The reason exists in that people in learning a second language will always avoid the influence of not negative transfer of mother tongue. In learning English, Chinese students may feel the Chinese mother tongue influence is inevitable, especially in the primary stage, and language transfer has been the linguists in Applied Linguistics and the second language acquisition, what's more, language teaching research in the field of the problem exists at least one hundred years.The phenomenon of language transfer in the two language acquisition is caused by the negative transfer of the mother tongue. (Ellis, 1999:152) Based on the study of Chen Deliang, a large number of studies are on the acquisition of the Second Language Acquisition have focused on the effects of negative transfer (i.e., interference). (Chi Chan, 2002:50) The reason that causes China by negative transfer errors accounts for 51% of English learners' corpus Chinese expression error. These errors occur in all aspects of language, such as the native language, culture, and thinking.The influence of mother tongue is very great, especially on the negative transfer of learners' second language acquisition which is undeniable, and it has become the domestic and foreign research theoretical and empirical focus. However, scholars pay more attention to reading and writing of the target language, but not the interference of the target language in the oral cavity. The traditional error analysis of spoken English is lack of data to support the theory. In this study, the author analyzes the negative transfer of the mother tongue in the oral performance of the students. Therefore, this study will bring new perspectives and experiences to enrich the learning of the second language. Scholars and researchers can better understand the development of oral English in Chinese students and the distribution of oral errors which are caused by negative transfer of mother tongue in order to achieve rapid and effective training students' spoken English ability.Moreover, the improvement of oral English teaching and the improvement of students' oral English ability have certain requirements on the current situation of spoken English. The influence of negativetransfer of mother tongue on the second language learning is undeniable. Many linguists home and abroad focus on the study of mother tongue negative transfer in second language acquisition, and they've got great achievements, however, many such studies all attach great importance to the writing and reading, not spoken English. On the basis of the research of domestic and foreign achievements, this paper studies the negative transfer of the mother tongue to the students' oral English learning.The main purpose of this paper is to introduce the negative transfer of mother tongue to affect our oral English ability, so that we can provide some reasonable oral English expression suggested, and avoid the influence of negative transfer in the maximum extent, what's more, gradually we improve students’ English quality of oral expression. Therefore, the research of this paper is expected to have a practical and academic significances as well. In practice, the results of this study will help to solve the existing in the current middle school oral English teaching practice which can not reasonably deal with the influence of Chinese and English oral language acquisition, resulting in middle school students' oral English learning that can not avoid negative transfer of Chinese,or make full use of the positive transfer, so it has great practical value. Academically, the research approaches of this paper can help to solve the existing in the current oral English Teaching in Middle School of the guiding ideology that is not systematic, and Theoretical basis is simply the pursuit of novelty, excessive use of the quantitative analysis of all kinds of problems which are mainly an empirical study, in order to belittle the theory research and the qualitative analysis of empirical research. So this subject has a certain academic value.1.2 The research object and theory methodThe object of this study is the group of students, study the phenomenon of Chinese transfer in English oral English teaching, and put forward the measures and measures to control it.The basic train of thought of the research is as follows: taking Dialectical system of modern system science in the prevailing view as a guide and the classical contrast analysis method as the main basis; in the light of the results of a comparative study ofEnglish and Chinese speech, adopting the theoretical research program based on deductive reasoning and determining an integrated approach combining experience research program analysis and on oral English Teaching in middle school; research on Chinese positive and negative migration and control of ideas, theories, methods and procedures of systematic study, form and verify a mainly based on comparative analysis of middle school oral English Teaching in Chinese comprehensive regulation method of migration. Among them, the research of this paper is to prevail in the contemporary system science, embodying the spirit of the contemporary era of the dialectical system of philosophy as a guide. The dialectical system view is a kind of dialectical integrated thinking mode which is formed by the human thinking experience in the ancient simple and modern mechanical reduction theory. Simple overall thinking tends to grasp things in general, but the mechanical reduction thinking tends to be more careful and comprehensive analysis of things, while the contemporary system of thinking is longer than both comprehensive and detailed understanding of things. Among them, the overall system concept and dialectical relevance principle enable us to consider problems comprehensively. Things in general are composed of some components in a structure. they are limited and effect on the environment, and they reflect composed of several stages a operation and evolution process of the whole dialectical. There are various stages with both association and separation characteristics things in each component and environment. The concept of system ontology and the principle of dialectical unity of the system make us be careful to see that things are formed in the body by certain elements in a certain way. The concept of system environment and the principle of dialectical openness make us to be careful to see that things are subject to environmental constraints and perform a function. Things have both open and closed characteristics. System concept and dialectical dynamics principle enable us to carefully see things in time and to reflect the several phases of operation and evolution process. Something that has the characteristics of both dynamic and steady state. The dialectical system view can make sure that the system is integrated in the entire middle school. The English language teaching system realizes the Chinese language transfer and realizesthe Chinese language transfer control, with the purpose of avoiding any one-sidedness and fuzziness as well.The basic theory and methodology of the research is Lado (Robert Lado) who proposes for the classic contrastive analysis hypothesis and the corresponding contrast analysis (and the contrast between English and Chinese phonetics research) method. The contrastive analysis hypothesis holds the opinion that when the same first language is the same with the second language, the first language will be good to the second language learning, and then it occurs in the positive transfer or plays a promoting role; on the contrary, while the first language is different from the second language, and first language will hinder in the second language learning, and then there occurs in the negative transfer or interfere. As a result, the most different places of the two languages are the most difficult to master for students to master, at the same time, the similarities are the more easily to master. Therefore, in the teaching of the second language, we should do synchronic comparison of pronunciation and grammar with the first language and the target language, in order to determine their similarities and differences, promote the students to use the knowledge of the first language, predict and prevent of learning may occur.The research method of this paper is based on the comprehensive method of theory combined of the deductive method and the empirical study on the basis of the qualitative analysis. The basic procedure is as follows: firstly, in the stage of theoretical research, taking dialectical system to modern system science in the prevailing view as the instruction, and taking the classical contrast analysis method as the main basis; in the light of the results of a comparative study of English and Chinese speech, relate middle school oral English Teaching with the actual situation of deductive reasoning from a set of Chinese migration comprehensive regulation method mainly based on comparative analysis of oral English Teaching in middle school. Then, in the empirical research stage, taking a middle school English teachers and students as the object, and by experiment or test a semester long empirical research methods of implementation, mainly through observation, interviews, and testing, and other qualitative, supplemented by quantitative methods and tools, putforward to the theory stage of oral English Teaching in middle school Chinese migration strategy to control the actual effect of verification.1.3 The content and structure of this paperThe content of this paper: This thesis researches on the present situation that teaching practice of middle school spoken English (voice) existing the phenomenon that can not reasonably deal with the relationship between the influence of Chinese and English learning, so that the middle school students can not lead to avoid the Chinese negative transfer or make full use of the positive transfer. This thesis points out some outstanding shortcomings as follows: the philosophical guidance which is related with spoken English teaching is not comprehensive and systematic enough; the theory foundation purely pursuits of novel; the excessive use of the empirical research is mainly based on the quantitative analysis; ignore the theory investigation; and focus on experimentalism of the qualitative analysis. Under the instruction of the Contemporary System Science prevalent dialectical system view to research. Taken the classic contrast analysis method as the main basis, and in the light of the results of a comparative study of English and Chinese speech, adopt the comprehensive method integrated with theoretical research program based on deductive reasoning and experience research program based on qualitative analysis. Synthetically discuss about the ideas, theories, methods and procedures of Chinese positive and negative migration and control in middle school oral English teaching, in order to form and verify a mainly comprehensive regulation method of Chinese migration based on comparative analysis of oral English teaching in middle school.The key problem of this thesis is to solve the problem of the concept, theory, method and procedure of the Chinese and negative transfer in middle school English spoken language teaching. Specifically, this study intends to through the theory study and solve the following two interrelated problems: (1) what is the theory and idea of the migration based on comparative analysis of the Chinese comprehensive control of oral English Teaching in middle school? （that is to say how to grasp and understand the transfer of Chinese language teaching in middle school?）(2) what is the comparative analysis of the methods and procedures for the transfer of Chinese language of oral English Teaching in middle school? （that is to say how to plan and implement the transfer of Chinese language in middle school English teaching andlearning in middle school?）This study intends to through the empirical study and solve the following two interrelated problems: (1) Can the Chinese migration integrated control method based on the analysis and comparison of oral English Teaching in middl school effectively reduce in the spoken English of middle school students learning Chinese negative transfer? (2) Can the Chinese migration integrated control method based on the contrastive analysis in middle school English teaching effectively increase the Chinese positive transfer in middle school students' oral English learning?Specifically, the structure of this paper is as follows:Chapter 1: introduction. This chapter mainly analyzes the practical background and theoretical background of this study, the object of this study, the theoretical approach, the content and structure of this paper.Chapter 2: literature review. This chapter analyzes of foreign related research status and domestic related research status in proper order. And then, it points out the achievements and problems of the present research.Chapter 3: Put forward the method of Chinese transfer comprehensive adjustment and control based on comparative analysis of the Chinese language teaching in middle school English teaching. First of all, put forward the viewpoint and theory of Chinese transfer comprehensive adjustment and control based on the contrastive analysis of the Chinese language teaching in middle school English teaching and learning, including the comparative analysis of the hypothesis, comparative analysis method, positive and negative transfer theory, etc.. Secondly, this chapter put forward the method and procedure of Chinese transfer comprehensive adjustment and control based on the contrastive analysis of the Chinese language teaching in middle school English teaching and learning, including the Chinese and English pronunciation similarities and differences between the analysis, the positive and negative transfer prediction and control, etc.. Lastly, this chapter analyzes the effect hypothesis of Chinese transfer comprehensive adjustment and control based on the contrastive analysis of the Chinese language teaching in middle school English teaching and learning.Chapter 4: Do the verification of Chinese transfer comprehensive adjustment and control based on comparative analysis of the Chinese language teaching in middle school English teaching. First of all, design the research, including the research object,research tools and research process, etc.. Secondly, do the analysis and discussion. Finally,it comes to the conclusion.Chapter 5: Conclusion.First of all, summarize the content of this paper. Secondly, it points out the value and limitations of this study.Chapter two Literature2.1 The foreign related subject current research status2.1.1 The early behavioral researchEarly research on language transfer can be traced back to the study of Fries in the 40's and Lado in the 50's in twentieth Century. Fries advocates a scientific description of the target language, and compares it with the native language of the learner. The research of Fries promotes the contrastive analysis of language learning. Lado from Skinner's (B. F. Skinner) behaviorism psychology theory of the second language learning to research on the output and input skills in language and culture levels that are subject to the effects of the first language form and propose the meaning theory. Lado’s the language is taken as a kind of habit, which can be easily moved to the second language learner's from the first language "habits", namely the first or the native language knowledge learning process will have the influence on the second or foreign language knowledge. The core of the concept of Lado migration is to compare the differences between the first language and the second language. According to his viewpoint, the degree of difficulty of the learner depends on the degree of the similarities and differences between the native language and target language. Studying these differences can predict the difficulty of learning in the second language learning. In the native language and the target language which is similar to the place will promote the target language learning, but the native language and the target language dissimilar place will have difficulty in the target language learning. On this basis, he develops the Fries's research, and proposes the hypothesis of "comparative analysis". This assumption is to describe, compare and analyze different language features of the language. According to the differences in predicted learners in the second or foreign language learning, forecast difficulties and output and input of errors in the study, in order to make the learners to avoid errors or to make fewer mistakes as far as possible.On the basis of the data analysis of the second language in the first form oflanguage structure, the scholars make further explanation of language transfer, and distinguish two forms of differences of the transfer: positive transfer and negative transfer. The native language is used for the second language speech output and become one part of the second language rules, then the positive transfer comes out; the second language output in the first language form is different from the second language rules and generating discourse is wrong, then the negative transfer comes out. In other words, negative transfer is the interference of mother tongue knowledge to the new knowledge. In the second language learning, the learners' mother tongue is the result of negative transfer.2.1.2 A study of the universal grammar theory and the perspective of cognitive linguisticsSince the late 50 's in twentieth Century, the behavioral psychology that once takes the leading role has been challenged. Chomsky criticizes the behavior of Skinner, and puts forward the hypothesis of "language acquisition mechanism" and the universal grammar theory. The second language acquisition is strongly opposed to the early language transfer research (Corder, 1993; Dulay, Burt & Krashen, 1982). The scholars who hold a negative view have found that learners tend to be more prone to make mistakes when their mother tongue is similar to that of the target language. The further research of universal grammar researchers suggest that some of the second language errors include all speaking native speakers and the second language learners. Language learners have many mistakes with the children's first language acquisition who make similar errors in common. Corder's research is representative. Inspired the language acquisition error analysis, he proposes tthe viewpoint of " error analysis ", and advocates of learner errors to carry out a systematic analysis, so combine with the study of first language acquisition and the second language acquisition research.Subsequently, in the study of the cognitive basis, researchers have extended a new perspective. Some scholars have proposed that the learning difficulty is not always caused by the structural differences between the two languages. The error is mainly due to the learners' communicative strategies, rather than the structuraltransfer in the first language.In 1993, Corder points out in the article " the role of the mother tongue" that the negative transfer or interference does exist, but apart from the voice, others have not been verified. According to Corder's point of view, the role of mother tongue in the second language acquisition is more close to the "borrowing", so in the second language learning and the use of the role of promoting, he further points out that when the grammatical structures of the two languages are very different, they often resort to the "avoidance strategy" rather than the transfer of the native structure.Kellerman (1992) differentiate three types that the learners should avoid phenomenon in language transfer study as follows: firstly, the learner's understanding of the target language rules is difficult and doubtful; secondly, learners know the rules of the target language, but in certain circumstances , it is diffcult for them to use;thirdly, learners know how to express but do not want to express. In their views, such expression is the contempt of native culture in the code of conduct. This is due to the social distance and psychological distance between the learners and the target language culture.Study of language transfer has been a breakthrough in the early limited research. From the perspective of teaching to research to the point of view of the learner to study, from the transfer of learning to the communication transfer study, and from the analysis of the language knowledge of the learning to the focusing on learners cognitive psychological process.2.1.3 The cross language influence researchThe cognitive linguistics of language pushes forward the process of the research of the language transfer cross linguistic influence, in order to form the generative grammar and modern linguistic typology which are taken as the theoretical framework, note of comparison with different language learners‘features appearing on the output situation, and find out the rules of cross language with the purpose of revealing various syntactic characteristics and commonness. The research mainly includes as follows: Gass & Selinker amended in 1983 and 1993 with the work of " language transfer in language learning " and Gass published in 1996 with the paper of。
