英语学习中的汉语负迁移现象及其对英语教学的启示

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。

汉语外来词对英语词汇教学的语言负迁移作用及对策研究背景随着中国经济的发展和文化的交流，汉语外来词在英语教学中逐渐占据了重要位置。

然而，许多教师和学者发现，学生在学习英语单词时，汉语外来词会对他们的学习造成一些困扰。

这种困扰称为“语言负迁移”。

所以，本文旨在探讨汉语外来词在英语词汇教学中对学生语言负迁移作用的原因以及对策。

汉语外来词对英语词汇教学的影响原因汉语外来词对英语单词学习造成的负迁移主要有以下几个原因：•语音习惯不同。

汉语发音规则和英语发音规则不同，汉语外来词的发音可能会影响学生学习英语单词的发音。

•词义偏差。

汉语外来词的词义往往和其英语对应词汇不同，这也会对学生造成困扰。

•语感不同。

由于汉语和英语的语感不同，汉语外来词对学生的语感造成的干扰也是问题之一。

对策合理使用课堂教学法教师可以应用合理的课堂教学法来改善教学效果。

例如，在学习汉语外来词时，加强教学中的口音和语感教育，引导学生尽量掌握英语单词的正确发音和用法。

加强课外辅导现代化教学中，对学生进行一对一辅导也是必要的。

教师可以通过提供课外辅导，帮助学生更好地掌握英语单词，弥补课堂教学上的缺陷，并避免语言负迁移。

借助多媒体教学法现代化教学中，多媒体教学方法是非常有效的。

通过使用电脑、电视和其他电子课件设备，教师可以提高学生对英语单词的理解和记忆能力，减少学生在学习英语单词时的困扰。

结论汉语外来词在英语词汇教学中的语言负迁移作用是不可避免的。

但是，通过采取合理的课堂教学法、加强课外辅导和借助多媒体教育方法，教师可以有效地避免这种负迁移，提高学生英语单词的学习效果。

汉语对英语词汇学习的负迁移影响及应对策略【摘要】在第二语言的学习过程中，母语会对其产生一定的负面影响，即负迁移作用。

尽管有很多英语词汇与汉语词汇的意思相同或相近，但其内涵与用法却又有很大的不同，这就阻碍并影响着中国学生对英语的学习以及对英语词汇的精准理解。

通过对其本质和产生因素的认识，对两者进行系统的对比研究，旨在找出负迁移作用的条件，提出相应的应对策略，尽量避免负迁移产生的影响，促进英语学习。

【关键词】英语词汇学习；负迁移；应对策略词汇、语音和语法三大要素组成了语言。

作为语言活动的基础，词汇在英语学习的过程中占据着举足轻重的地位。

因此，学生对词汇的学习也非常重视，通常都会花大量的时间记忆单词，但在实际运用中效果却不尽如人意。

造成这种结果的其中一个重要原因就是中国学生在学习英语的时候往往会受到来自母语的影响，他们常常不可避免地把汉语的一些习惯用法和思维模式套用到英语当中，即受到母语的负迁移（negative transfer）影响，对英语词汇的掌握起了制约制约作用，使得在学习生活中出现不少中式英语（Chinglish）的例子。

因此，对于汉语在中国学生学习词汇过程中起到的负迁移作用一定要引起我们的重视。

一、英语词汇学习中汉语负迁移的表现英国语言学家威尔金斯（George W. Wilkins）在《语言教学中的语言学》中说：“如果没有语音和语法，还可以传达一点点信息；但是如果没有词汇，那就不能传达任何信息。

”词汇学习贯穿语言学习的全过程。

大部分中国学生对于英语词汇的学习都长时间停留在背单词的阶段，他们一般都认为每一个汉字或短语在英语中都能找到相对应的英语单词，机械地把两者等同起来。

一旦把一个英语单词与一个汉语词联系起来，我们的大脑就会联想到这个汉语词的意思，就容易把汉语词的定义套用到英语单词上，也容易将英语单词的意思理解成和汉语词的一样，甚至在使用英语单词的时候也把汉语词的搭配用法连带套用到英语单词上。

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中学生英语写作中的负迁移现象是指学生在写作中将汉语的语法、逻辑、词汇等负面特点移植到英语写作中，从而影响了文学作品的质量和水平。

这种现象在中学生英语写作中普遍存在，严重制约了中学生在英语写作方面的发展。

为了解决这个问题，我们需要采取一些对策来有效地消除汉语负迁移。

中学生需要加强对英语语法的学习和理解。

正确使用英语语法是写作中的关键。

中学生应该掌握英语的基础语法知识，包括句子结构、时态、语态等。

只有正确地运用英语的语法规则，才能写出流畅、规范的英语作文。

积累英语词汇是避免汉语负迁移的重要途径。

许多中学生英语写作中常用汉语词汇替代英语词汇，使得写作表达过于简单和单调。

为了克服这一问题，中学生应该努力积累和扩大英语词汇量，多阅读和学习不同领域的英语文章，增加词汇的运用能力，并通过运用适当的英语词汇来丰富写作。

中学生需要注重培养英语写作的逻辑思维能力。

在写作中，逻辑组织是至关重要的。

许多中学生在写作过程中难以发现和表达自己的观点与论据之间的关系，导致文章逻辑性较弱。

为了改善这一问题，中学生应该多加练习，提高自己的逻辑思维能力，训练清晰地表达观点和归纳总结的能力。

中学生需要注重培养写作的习惯和兴趣。

只有通过坚持不懈的练习，才能积累写作经验，提高写作水平。

中学生应该培养每天写英语的习惯，可以不论是写日记、作文或是对感兴趣的话题进行写作。

中学生也要培养对英语写作的兴趣，多参加写作比赛、写作集会等活动，学习他人的写作经验，从而提高自己的写作能力。

减少中学生英语写作中的汉语负迁移现象，我们可以通过加强英语语法的学习和理解、积累英语词汇、培养逻辑思维能力以及注重写作的习惯和兴趣来达到。

通过这些努力，中学生的英语写作水平将会得到明显的提高，为他们未来的学习和工作打下坚实的基础。

浅议英语学习中的汉语负迁移对英语写作的影响摘要：本文旨在简要分析学生在英语学习过程中存在的汉语负迁移现象对英语写作的影响，时而有效的提高学生的英语写作水平。

关键词：负迁移影响学习策略一、引言写作教学是中学英语教学的重点和难点，在中学英语中高考考试中考查学生综合运用语言能力的主要题型，分值较高，比重较大。

但是从实践来看中学英语写作教学一直是困扰教学的难点问题，学生的英语写作水平提高往往不显著，中考、高考时写作丢分、失分的现象也比较严重，这些问题的出现主要原因是什么呢?笔者在自己的教学过程中体会到学生英语写作无法摆脱母语干扰，是影响学生英语写作水平提高的一个重要原因，而大量使用不符合英语表达习惯的词句也是中高考考试中写作失分的一个重要因素。

因此，英语学习中汉语负迁移对中学英语写作的影响是我们必须认真研究的一个重要问题。

母语对学生第二种语言的影响是客观存在的，无法避免。

语言学家将这种影响称为“迁移”。

“迁移”分为“正迁移”和“负迁移”两种情况。

由本族语和第二外语的相似性而产生的对语言学习的促进作用，称为“正迁移”；由母语知识对外语的学习产生的干扰作用，称为“负迁移”，负迁移使学生在外语的学习过程中，不断地犯相似的错误。

针对这一现象，本文将集中讨论汉语负迁移对英文写作的影响。

二、汉语负迁移对英文写作的影响。

汉语负迁移对英文写作的影响是多方面的，包括遣词造句、谋篇布局、构思立意、篇章策略等。

中学英语写作属控制写作。

《中学英语教学大纲》要求学生在有提示语的情况下，写出基本语法和常用句型无严重错误的段落。

《考试说明》在英语作文部分对考生英语作文的要求是切中题意、语言准确得当、条理清楚。

基于此，本文从遣词造句和谋篇布局两方面来分析汉语负迁移对英文写作的影响问题。

(一)遣词造句1、词汇一个英语单词的词汇意义很难在汉语中找到一对一的词汇，汉英两种语言的词义关系是一种立体交叉关系。

在学生的习作中常有这种的错误：吸烟对我们身体有害Smoking is bad for our body.“body’’一词在英语中指生理结构层面上的含义，即“躯体”，“躯干”，而汉语“身体”一词的含义有二个方面，一是指“躯体”即“body”，二是指“身体健康状况”，则应该译为“health”。

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。

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普及教育的发展，英语已经成为重要的国际语言。

中学生英语写作几乎成为现代英语教育的一个重要研究领域。

然而，随着中国学生英语写作的发展，越来越多的学生在英语写作中出现了中文负迁移现象。

这种现象是指中文语言习惯和思维方式对学生英文写作产生负面影响的现象。

在这方面，本文探讨了中学生英语写作中产生中文负迁移的原因，并提出了一些可能提高学生英语写作能力的对策。

原因分析中文负迁移现象的产生是复杂且多方面的。

在中文和英文之间差异很大，语法、结构、表达方式，包括语境和文化背景等方面都具有很大的差异。

语法是一个显著的差异，这个差异最常见的例子是动词短语在中文中的位置不同于英文中。

在中文中，时间标识符位于动词前面，而在英文中时间标识符位于动词后面。

由此产生的问题是，学生可能会将这种位置变化从中文写作中带到英文写作中，导致语法错误。

结构也是另一个显著的差异，英语侧重于主谓宾，主语通常在句子开头出现，然后是谓语和宾语。

但是，在中文中，主语可以在句子任何一部分出现，这往往导致学生在英语写作中使用不正常的主语位置和句子结构。

此外，表达方式也是中文和英文之间的重要差异。

中文以简洁直接的方式表达，而英文则依赖于更多的修辞手段和表达方式。

因此，学生可能使用太多的重复和没有实际内容的字面翻译，这会导致无意义和冗长的写作。

对策探析针对中学生英语写作中可能发生的中文负迁移现象，有必要采取一些有针对性的教育措施，以帮助学生提高其英语写作水平。

以下是针对中学生英语写作中的中文负迁移现象提出的一些可能的教育对策。

首先，我们可以通过教授英语语法来帮助学生克服语法差异，包括词序，语态和时态等方面的知识。

通过这种方式，可以帮助学生理解英语句子的基本结构。

其次，适当地提高学生的英语阅读量可以帮助他们解决其中的表达方式差异，学习一些英语的习惯表达方式和文化背景。

此外，培养学生的语感也是非常重要的。

通过让学生多听多说多写多读，可以帮助学生感性理解英语单词和短语的使用方式，帮助学生避免中文负迁移现象。

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。

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。