藏族学生三语的习得过程中句法负迁移现象分析以河北师范大学附属民族学院为例

分类号: H3110710-2009113017硕士学位论文藏族学生三语习得过程中句法负迁移现象分析-- 以河北师范大学附属民族学院为例许宁导师姓名职称刘宇副教授外国语言学及应用语言学申请学位级别硕士学科专业名称论文提交日期 2012 年 5 月29 日论文答辩日期 2012 年6 月8 日学位授予单位长安大学The Analysis of Negative Syntactic Transfer inTibetan Students ’ Third Language Acquisition--A Survey from College for Nationalities of HebeiNormal UniversityA Dissertation Submitted for the Degree of Master Candidate :Xu NingSupervisor :Prof. Liu YuChang‘an University, Xi‘an, ChinaAcknowledgementsThere are many people I would like to thank for various reasonsFirst of all, I would like to express my deep gratitude to my supervisor, Prof. Liu YuWithout her enthusiastic guidance and encouragement, this paperwould not be finished ontime. Her erudite knowledge, rigorous attitude towards scholarship, earnest working mannerand enterprising spirits have benefited me a lot. All of these will be valuable wealth for mylifeSecondly, I am very grateful to the teachers during the three-year postgraduate educationof my life. They are, Prof. Xu Yucheng, Prof. Li Minquan, Prof. He Xianzhong, Prof. YangDangling, Prof. Yan Xuan, Prof. Liu Shuhui, Prof. Wang Hongxiao. Their devotion to theteaching and career impressed me deeply. They set good examples for me as a good teacherThirdly, I want to express my special thanks for my lovely Tibetan students. Withouttheir supports, I could not finish the paper so wellLast but not least, my thanks will be given to my parents and wife. It is their continuousencouragement and support that made my life completely and care freeAbstractThe theory of language transfer has been a hot issue in language acquisition andlanguage teaching since 1940s Odlin, 2001. In the earlier days, researches on languagetransfer involved bilinguals mainly studied the part played by the learners‘ acquired languagein their second language acquisition. While in recent decades, more and more languagelearners have acquired three or even more languages because of the social and economicdevelopment, which has aroused more and more concern for the cross-linguistic influence inthe Third Language Acquisition TLA. However, fewer studies in China have been done onsyntactic transfer in TLA among Tibetan, Chinese and English. Thus, the present study is ofpractical significanceBased on Contrastive Analysis, Error Analysis and the theory of Transfer Analysisproposed by Carl James 2001, this study intends to find out the most common syntacticerrors in Tibetan student s‘ English learning and explore the phenomena of the negativesyntactic transfer from previously learned languages Tibetan as L1 and Chinese as L2 to L3English. In light of this, this paper intends to answer the following three questions: 1 Whatare the most common syntactic errors caused by language transfer from Chinese and Tibetanin Tibetan students‘ English learning? 2Which language plays a leading role in theproduction of these errors, Chinese or Tibetan? 3Are there any differences or similaritiesconcerning syntactic transfer between Tibetan students at different English languageproficiency levels The participants were 85 Tibetan students at senior high school. All of them came to theinland cities after primary school, and their Chinese language proficiency improved so fastthat most of them could understand the instruction language Chinese in English class aftergraduating from junior middle school. The research procedure was the following: 1 AWriting Task was given to the participants and the anomalous syntactic structures would becollected. 2 An English proficiency test was given to the participants and the participantswhose scores were over 60 were assigned in the high proficiency group, while the otherparticipants were in low proficiency group; 3 A Translation Task including 15 sentences inChinese and Tibetan on the anomalous syntactic structures with high frequency was given to Iboth of the two groups. Then the Error Analysis and Transfer Analysis were done based on theresults; 4 After the Translation Task, an Individual Interview was given to 20 participantsselected from both groups in order to get a further study on the underlying reasons for thenegative syntactic transferIn general, this study detected the most commo n syntactic errors in Tibetan students‘writing, and also yielded confirmative evidence for negative syntactic transfer. The roleplayed by Tibetan students‘ second language Chinese is larger than that played by their firstlanguage Tibetan during the s tudents‘ English learning. Besides, those almost omnipresenterrors made by participants at low proficiency level showed that these participants seemed torely much more on their L2 Chinese, especially when they consideredthe English structuresmore difficult. The results of Translation Task showed that participants at high proficiencylevel would make fewer errors than those at low proficiency level in the use of ?there be‘structure, preposition and adverbs. However, they would make more errors in the use ofcopula be, especially in the use of relative clauses, which showed that even participants athigh proficiency level were under the influence of Chinese L2 in the production of EnglishsentencesKey words: Tibetan students; English Learning; Chinese; Tibetan; Third language acquisition;Syntactic transferII摘要语言迁移自 20 世纪 40 年代问世以来,一直是语言习得和语言教学研究中的热点Odlin,2001。