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。

详析汉语对英语学习的负迁移详析汉语对英语学习的负迁移导语：学习迁移是指学习一种知识、技能对学习另外一种知识、技能产生的某种影响。

这种迁移既包括正迁移又包括负迁移。

下面是一篇详析汉语对英语学习的负迁移的文章，欢迎阅读。

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。

我们知道，汉语对英语学习既有正迁移作用又有负迁移作用。

例如，汉语已有语法的学习对英语同类语法学习的理解，汉语语言知识的积累对更好地理解英语大有裨益;同时，汉语对英语学习又有一定的干扰作用，即它的负迁移作用。

以下从语音、语法、词汇、句法、文化交流及篇章等方面讨论一下汉语对英语学习的负迁移，并探讨一下最大限度减少汉语对英语学习的负面影响的一些策略。

1.语音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。

但英语中的双元音，在汉语中却没有韵母与之相对应，这就造成了英语中双元音[ai]易读成汉语中的ai等音;汉语里的t、k、p不送气也不爆破出声，而英语里的[t]、[k]、[p]要送气爆破却不出声。

因此，中国学生在学习这几个音标时，往往会把它们发成“特”、“克”、“泼”等音。

无意之中加上了一个音。

为此，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，还应该强调它们之间的细微差别，让学生在练习中跟磁带拼读，把理论和实践有机地结合起来，彻底排除汉语拼音对英语语音学习的干扰作用。

2.词法汉语与英语在词汇和语法方面存在着很大的差异：汉语是表意文字;英语是词形变化的文字(inflectional)。

汉语中的名词没有人称和数的变化;而英语里的名词却有可数与不可数之分，可数名词又有单、复数的变化。

中国学生在学习英语名词的时候，由于受汉语负迁移的影响，很容易混淆可数与不可数名词的概念，常常会犯诸如将不可数名词加上复数，而可数名词却不加复数的错误。

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。

汉语思维负迁移对初中生英语写作的影响及对策汉语思维负迁移对初中生英语写作产生了一定的影响，主要表现在语法、词汇、句子结构等方面。

为了克服这些问题，有一些对策可以帮助学生提高英语写作水平。

第一，加强英语语法学习。

由于中文和英文的语法结构差异较大，初中生在英语写作中往往容易出现语法错误。

应重点学习英语语法知识，理解英语句子的构成和用法，并结合实际写作进行练习。

第二，扩大英语词汇量。

中文和英文的词汇选用和用法也存在差异，所以要培养良好的英语词汇积累习惯。

学生可以通过背单词、多读英语文章、参加英语角等方式来提高自己的词汇量，并能够准确运用这些词汇进行英语写作。

学会英语的句子结构和表达方式。

中文和英文的句子结构和表达方式也存在差异，所以学生需要通过多读英语文章、欣赏英语写作范文等方式来学习英语的句子结构和表达方式。

并且在写作过程中，要尝试多种句子结构的运用，提高写作的多样性和灵活性。

第四，开展英语写作训练。

只有通过实际写作训练，才能提高初中生的英语写作水平。

学生可以选择一些主题进行写作练习，同时请老师或同学进行修改和评价，从而及时发现自己的问题并加以纠正。

第五，注重英语写作技巧的培养。

学习英语写作需要一定的技巧，如合理安排文章结构、运用适当的过渡词、清晰地陈述观点等。

学生可以通过学习英语写作相关的技巧和方法，来提高自己的写作水平。

要想克服汉语思维负迁移对初中生英语写作的影响，学生应该加强英语语法学习，扩大词汇量，学会英语的句子结构和表达方式，进行实际写作训练，并注重英语写作技巧的培养。

只有通过不断地努力和实践，才能提高自己的英语写作水平。

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。

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是指在中学生的英语写作过程中，由于中文语义、句式和思维方式的影响，导致英语表达能力的不足或者错误。

这种负迁移现象在中学生英语写作中普遍存在，主要表现在词汇拼写错误、语法错误、句子结构混乱、语言表达不准确等方面。

中学生在英语写作中常常出现词汇拼写错误。

由于中文和英文的语言特点不同，中学生在英语写作中容易将中文词汇的拼写误用于英文中，或者将英文词汇按照中文的拼写规则进行拼写。

这种现象直接导致了中学生英语写作中的拼写错误，从而使得文章的表达不够准确。

受中文语法的影响，中学生在英语写作中常常出现语法错误。

中文和英文的语法结构存在很大的区别，例如中文中的主谓宾结构，在英语中往往需要通过连词或者变换句子结构来表达，这样的差异容易导致中学生在英语写作中的语法错误。

中学生在英语写作中可能会出现句子结构混乱的问题。

中文中的句子结构灵活，常常通过动词、形容词等词性的变化来表达不同的意思。

然而在英文中，句子结构的表达方式不同，主要通过词序的变化来表达句子的含义。

中学生容易将中文的句子结构应用于英语写作中，导致句子结构混乱的问题。

中学生在英语写作中的语言表达常常不够准确。

中文中存在很多词语的多义性，例如中文的“事情”一词可以指代很多不同的事物，而在英语中，词语的表达往往更加精确和准确，需要根据上下文来确定具体的词义。

中学生在英语写作中往往没有正确理解词义的辨析，导致语言表达不准确。

针对中学生英语写作中的汉语负迁移现象，可以采取以下对策。

提升词汇意识，加强词汇的记忆和理解，掌握英语词汇的拼写规则。

加强语法学习，通过对比中英语法结构的差异，加深对英语语法的理解。

培养正确的句子结构意识，通过模仿和练习，熟练掌握英语句子结构的表达方式。

加强阅读和写作训练，通过大量的阅读和写作练习，提高对语言表达的准确性和敏感性。

探讨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。

英语属于印欧语系而汉语属于汉藏语系；英语是语调语言而汉语是声调语言。

这两种语言中的音位是以不同的方式组织的。

一些音位只出现在英语中，这对于中国学生而言是完全陌生的。

浅谈英语学习过程中的汉语负迁移在英语学习过程中，汉语对学习者的影响是不言而喻的。

有时候，这种影响并不是积极的，而是一种负面的迁移效应，例如汉语负迁移。

汉语负迁移是指，在英语学习中，因为受到汉语语言结构的影响，导致学习者难以正确运用英语语法和句法。

本文将通过分析汉语和英语之间的语法和句法差异，探讨汉语负迁移对英语学习的影响。

汉语和英语语法差异汉语和英语的语法差异十分显著，主要体现在以下几个方面：1.主语和谓语位置在汉语中，主语和谓语通常出现在句子的开头或结尾，例如：“我要吃饭。

”而在英语中，主语和谓语通常出现在句子的中间，例如：“I am going to eat dinner.” 如果汉语母语学习者没有意识到这种差异，就容易出现将英语主语或谓语放错位置的情况。

2.动词时态英语中动词时态非常丰富，包括过去时、现在时、将来时等等。

而汉语则没有严格的动词时态，而是通过上下文来确定动作的发生时间。

这种差异也容易导致学习者在运用英语时出现时态方面的错误。

3.被动语态英语中的被动语态比汉语更为常用，例如：“The book was written by him.” 而汉语中的被动语态则较少使用。

因此，汉语母语学习者在学习英语时，可能没有意识到英语中的被动语态，容易出现主动语态的误用。

汉语和英语句法差异除了语法差异之外，汉语和英语之间还存在较大的句法差异。

以下是几个典型的例子：1.定语从句在汉语中，定语从句通常使用“的”字来引导，例如：“我正在读的书。

” 而在英语中，则是通过关系词（如who、whom、whose）来引导定语从句，例如：“The book that I am reading.” 如果汉语母语学习者没有完全掌握英语的定语从句用法，就容易导致使用错误的引导词或者放错位置。

2.宾语从句宾语从句在英语中比汉语更为常见，例如：“I know that he is coming.” 在这个句子中，“that he is coming”是一个完整的宾语从句。

汉语思维负迁移对初中生英语写作的影响及对策汉语思维负迁移是指在学习英语的过程中，由于受到母语思维的影响，导致学生在英语写作中出现一系列的问题和困惑。

这对初中生的英语写作能力产生不良影响，需要采取有效的对策来解决。

1. 语法错误：由于中文和英语语法差异较大，初中生往往会在英语写作中产生语法错误。

误用冠词、时态错误、主谓不一致等。

这些错误会影响写作的准确性和连贯性。

2. 词汇限制：由于对中文词汇的依赖，初中生在英语写作中使用的词汇往往单一、简单、缺乏表达能力。

他们面临的挑战是如何丰富自己的词汇量，使用恰当的词汇来表达自己的意思。

3. 句型结构僵化：初中生常常面临使用中文句型来构造英语句子的困难。

他们往往使用汉语的句子结构来写英语句子，导致句子不通顺，语意不明。

针对这些问题，可以采取以下对策：1. 提供语法训练：教师可以通过针对性的语法训练，帮助学生纠正语法错误。

可以通过练习题、例句分析、语法规则讲解等方式来加强语法学习。

2. 启发词汇学习：鼓励学生积极扩大词汇量，增加阅读量，培养对语境的敏感。

可以鼓励学生使用英语词典和词汇学习App等工具，提高词汇学习效率。

3. 引导句式转换：通过训练，使初中生了解中英句式的差异，并帮助他们逐步习惯英语句子的结构特点。

可以通过例句分析、句型转换练习等方式来加强句式训练。

4. 鼓励写作实践：提供更多的写作机会，尤其是与实际生活和学习经验相关的话题。

通过写作练习，让学生有机会运用所学知识，提高写作能力。

要解决汉语思维负迁移带来的问题和困惑，首先要提高学生对英语语法和词汇的学习，并通过实践提升他们的写作能力。

教师在教学中应采取多种方式和策略，引导学生从中文思维向英语思维转变，提高他们的英语写作水平。

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。