中国儿童英语词汇学习中的负迁移
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摘要
语言迁移是外语学习过程中的常见现象，外语与母语之间的异同之处都会导致迁移现象的发生。当母语的某些特征同外语相似或完全一致时会产生母语的正迁移，反之则产生负迁移。母语的正迁移有助于外语学习，而负迁移却会导致错误的产生。英语和汉语属于两种不同的语系，有相似之处也有不同的地方，体现在包括词汇在内的各个方面。词汇是语言的基石，英语词汇学习过程中的汉语迁移现象更加值得注意，中国儿童在英语词汇学习过程中也不可避免地受到汉语的影响。根据语言迁移、语言普遍现象、儿童语言发展以及语言学习策略等理论，通过分析儿童在学习英语词汇的形式、意义和用法过程中的汉语迁移现象，我们可以得知，汉语之所以会对英语词汇学习产生正迁移，是因为英汉语言作为表达思维的工具有相似的地方，大脑通常会将已知的汉语知识和未知的英语知识加以联系，同时儿童会运用汉语来帮助理解英语，并促成交际任务的完成；而汉语的负迁移发生于英汉两种语言的差别之处，英汉的逐字对译、汉语思维和中国文化都可能引发负迁移的产生。因此可以得出结论：汉语对中国儿童英语词汇学习的迁移作用是不可避免的，且负迁移的影响要比正迁移大，应充分发挥正迁移作用以促进词汇学习，并最大限度地避免其负迁移作用。儿童英语词汇教学应适当利用汉语，英语教师应帮助学生利用各种手段学习词汇，注意对比教学手法的运用，教师应提高自身教学素质，努力为学生创造逼真的英语学习环境，并注意在语言教学中融入英语国家文化教学。儿童难以认清汉语迁移现象，因而儿童英语教师是教学的关键，应具备较高的英语素质，帮助儿童发展包括词汇在内的英语能力。
Language transfer is a common phenomenon in foreign language learning, which results from the similarities and differences between the foreign language and the mother tongue. Positive transfer takes place where there are similarities between the two languages and will facilitate foreign language learning. While negative transfer results from their differences and will lead to errors. Belonging to two different language families, English and Chinese are different from each other besides some similarities in all aspects including vocabulary. As a stepping-stone for a language, English vocabulary deserves more attention during the study of Chinese transfer. Inevitably, the English vocabulary learning by Chinese children is also influenced by the Chinese language. According to the theories of language transfer, linguistic universals, children's language development, and learning strategies, the features of Chinese transfer on English vocabulary learning by Chinese children are presented in the aspects of form, m
eaning, and use. The positive transfer of Chinese takes place because there are similarities between the two languages as vehicles of thought, and human brain will connect the new English knowledge with the Chinese knowledge learnt previously. In addition, Chinese children employ their mother tongue to comprehend English knowledge and, as well, as a means to complete their communication task. In contrast, the negative transfer of Chinese happens at the differences between the two languages. The word-for-word translation, the way of Chinese thinking, and the Chinese culture all cause the negative transfer. To sum up, Chinese transfer takes place inevitably in English vocabulary learning by Chinese children, and the influence of negative transfer is much more than that of positive transfer. So the positive transfer should be maximized with the negative transfer minimized so as to promote children's English vocabulary learning. In the English vocabulary teaching to Chinese children, English teachers should make
proper use of Chinese, help students develop various means of vocabulary learning, make comparison in English teaching, enhance their English quality, offer more native-like environment, and pay attention to the culture of English-speaking countries. Since children are hard to identify the Chinese transfer, their English teachers play a key role in the children's English learning. They should be qualified to help children develop vocabulary knowledge and the English proficiency as a whole.
Language transfer is a common phenomenon in foreign language learning, which results from the similarities and differences between the foreign language and the mother tongue. Positive transfer takes place where there are similarities between the two languages and will facilitate foreign language learning. While negative transfer results from their differences and will lead to errors. Belonging to two different language families, English and Chinese are different from each other besides some similarities in all aspects including vocabulary. As a stepping-stone for a language, English vocabulary deserves more attention during the study of Chinese transfer. Inevitably, the English vocabulary learning by Chinese children is also influenced by the Chinese language. According to the theories of language transfer, linguistic universals, children's language development, and learning strategies, the features of Chinese transfer on English vocabulary learning by Chinese children are presented in the aspects of form, m
eaning, and use. The positive transfer of Chinese takes place because there are similarities between the two languages as vehicles of thought, and human brain will connect the new English knowledge with the Chinese knowledge learnt previously. In addition, Chinese children employ their mother tongue to comprehend English knowledge and, as well, as a means to complete their communication task. In contrast, the negative transfer of Chinese happens at the differences between the two languages. The word-for-word translation, the way of Chinese thinking, and the Chinese culture all cause the negative transfer. To sum up, Chinese transfer takes place inevitably in English vocabulary learning by Chinese children, and the influence of negative transfer is much more than that of positive transfer. So the positive transfer should be maximized with the negative transfer minimized so as to promote children's English vocabulary learning. In the English vocabulary teaching to Chinese children, English teachers should make
proper use of Chinese, help students develop various means of vocabulary learning, make comparison in English teaching, enhance their English quality, offer more native-like environment, and pay attention to the culture of English-speaking countries. Since children are hard to identify the Chinese transfer, their English teachers play a key role in the children's English learning. They should be qualified to help children develop vocabulary knowledge and the English proficiency as a whole.
引文
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[33] 董燕萍，从广东省小学英语教育现状看“外语要从小学起”的问题[J]，《现代外语》第1期，2003。
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[39] 胡壮麟，《语言学教程》[M]，北京：北京大学出版社，2001。
[40] 纪玉华，许其潮，从重复和记忆的关系看“三文治故事教学法”[J]，《外语与外语教学》第8期，2000。
[41] 纪玉华，许其潮，母语在儿童外语教学中的应用[J]，《中小学外语教学》9月，2002。
[42] 教育部，教育部关于积极推进小学开设英语课程的指导意见[J]，《中小学外语教学》第5期，2001。
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[45] 刘润清，关于英语教学大纲改革——从分离式教学大纲到统一课程标准[J]，《外语教学与研究》第6期，2002。
[46] 陆效用，论母语对二语习得的正面影响[J]，《外语界》第4期，2002。
[47] 陆效用，语言习得“关键期假说”和“一条龙”英语教学[J]，《外语界》第1期，2004年。
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[52] 王初明，《应用心理语言学》[M]，湖南教育出版社，1990。
[53] 王初明a，二语习得年龄研究[A]。董燕萍，王初明《中国的语言学研究与应用》[C]。上海：上海外语教育出版社，2001。
[54] 王初明b，解释二语习得，连接论优于普遍语法[J]，《外国语》第5期，2001。
[55] 王初明c，正确认识外语学习过程是提高外语教学质量的关键[J]，《外语与外语教学》第10期，2001。
[56] 王立波，中国英汉双语环境下一个中国儿童的语言发展特点[J]，《心理学动态》第3卷，1995。
[57] 王立非，《现代外语教学论》[M]，上海：上海教育出版社，2000。
[58] 王文字，母语思维与二语习得：回顾与思考[J]，《外语界》第4期，2002。
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[61] 吴霞，王蔷，非英语专业本科生学生词汇学习策略[J]，《外语教学与研究》第1期，1998。
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[2] Aitchison, Jean. The Articulate Mammal: An Introduction to Psycholinguistics (Fourth Edition) [M]. Beijing: Foreign Language Teaching and Research Press and Routledge, 2000.
[3] Atkinson, David. The Mother Tongue in the Classroom: A Neglected Resource? [J]. ELTdournal, Volume 41/4 October, 241-247, 1987.
[4] Cameron, Lynne. Teaching Languages to Young Learners [M]. Cambridge University Press, 2001.
[5] Cameron, Lynne. Challenges for ELT from the Expansion in Teaching Children [J]. ELTdournal, Volume 57/2 April, 105-112, 2003.
[6] Chang, Jung. Chinese Speakers [A], in: Swan, M. & Smith, B., Learner English—A Teacher's Guide to Interference and Other Problem [C]. Cambridge University Press, 224-237, 1998.
[7] Davies, E. & Pearse, E. Success in English Teaching [M]. Shanghai: Shanghai Foreign Language Education Press, 2002.
[8] Dunn, Opal. Beginning English with Young Children [M]. Illustrations Macmillan Publishers Ltd., 1983.
[9] Ellis, Rod. Understanding Second Language Acquisition [M]. Shanghai: Shanghai Foreign Language Education Press, 1985.
[10] Ellis, Rod. The Study of Second Language Acquisition [M]. Shanghai: Shanghai Foreign Language Education Press, 1994.
[11] Ellis, Rod. Second Language Acquisition [M]. Shanghai: Shanghai Foreign Language Education Press, 1997.
[12] Hedge, T. Teaching and Learning in the Language Classroom [M]. Shanghai: Shanghai Foreign Language Education Press, 2002.
[13] Karlgren, Bernhard. Sound and Symbol in Chinese [M]. Hong Kong University Press, 1990.
[14] Kharma, Nayef. Motivation and the Young Foreign-Language Learner [J]. ELT Journal, January, 103-111, 1977.
[15] Laufer, Batia. What's in a Word That Makes it Hard or Easy: Some Intralexical Factors That Affect the Learning of Words [A], in: Schmitt, N. & McCarthy, M.
Vocabulary: Description, Acquisition and Pedagogy [C]. Shanghai: Shanghai Foreign Language Education Press, 140-155, 2002.
[16] Littlewood, William. Foreign and Second Language Learning [M]. Foreign Language Teaching and Research Press, People's Education Press, Cambridge University Press, 2000.
[17] Moon, Rosamun. Vocabulary Connections: Multi-Word Items in English [A], in: Schmitt, N. & McCarthy, M. Vocabulary: Description, Acquisition and Pedagogy [C]. Shanghai: Shanghai Foreign Language Education Press, 40-63, 2002.
[18] Odlin, Terence. Language Transfer--Cross-linguistic Influence in Language Learning [M]. Shanghai: Shanghai Foreign Language Education Press, 2001.
[19] Phillips, Sarah. Young Learners [M]. 华东师范大学出版社，牛津大学出版社，1998.
[20] Wedell, M. & Liu Runqing, Language Teaching & Learning—from Theory to Practice[M]. 北京：高等教育出版社，2003.
[21] Yule, Geroge. The Study of Language [M]. Foreign Language Teaching and Research Press, Cambridge University Press, 2000.
[22] COBUILD English-Chinese Dictionary [Z].上海译文出版社，2002。
[23] The New Oxford Dictionary of English [Z]. Shanghai: Shanghai Foreign Language Education Press, 2001.
[24] The Contemporary Chinese Dictionary (Chinese-English Edition) [Z]. Beijing: Foreign Language Teaching and Research Press, 2002.
[25] Oxford Advanced Learner's English-Chinese Dictionary [Z]. The commercial Press, Oxford University Press, 1999.
[26] 陈昌义，“外语”与“第二语言”不能混为一谈——由两个术语的讨论引起的思考[J]，《外语界》第3期，2001。
[27] 陈桦，张益芳，中国儿童英语词汇记忆策略探究[J]，《外语学刊》第4期，2001。
[28] 程雨民，入世形势下的外语教改[J]，《外国语》第6期，2002。
[29] 戴曼纯，论第二语言词汇习得研究[J]，《外语教学与研究》第2期，2000。
[30] 戴庆厦，何俊芳，论母语[J]，《民族研究》第6期，1997。
[31] 戴炜栋，《简明英语语言学教程》[M]，上海：上海外语教育出版社，1989。
[32] 丁朝蓬，彭聃龄，汉语儿童英语语音意识与拼写[J]，《心理学报》7月，1998。
[33] 董燕萍，从广东省小学英语教育现状看“外语要从小学起”的问题[J]，《现代外语》第1期，2003。
[34] 桂诗春，《心理语言学》[M]，上海：上海外语教育出版社，1985。
[35] 桂诗春，外语学习时间要越早越好吗?——从宏观上考虑中学英语教学改革[J]，《外语教学与研究》第1期，1987年。
[36] 桂诗春，“外语要从小学起”质疑[J]，《外语教学与研究》第4期，1992。
[37] 郭铭华，论母语在外语课上的作用[J]，《外语与外语教学》第4期，2002。
[38] 何善芬，《英汉语言对比研究》[M]，上海：上海外语教育出版社，2002。
[39] 胡壮麟，《语言学教程》[M]，北京：北京大学出版社，2001。
[40] 纪玉华，许其潮，从重复和记忆的关系看“三文治故事教学法”[J]，《外语与外语教学》第8期，2000。
[41] 纪玉华，许其潮，母语在儿童外语教学中的应用[J]，《中小学外语教学》9月，2002。
[42] 教育部，教育部关于积极推进小学开设英语课程的指导意见[J]，《中小学外语教学》第5期，2001。
[43] 李宇明，论母语[J]，《世界汉语教学》第1期，2003。
[44] 连淑能，《英汉对比研究》[M]，北京：高等教育出版社，1993。
[45] 刘润清，关于英语教学大纲改革——从分离式教学大纲到统一课程标准[J]，《外语教学与研究》第6期，2002。
[46] 陆效用，论母语对二语习得的正面影响[J]，《外语界》第4期，2002。
[47] 陆效用，语言习得“关键期假说”和“一条龙”英语教学[J]，《外语界》第1期，2004年。
[48] 束定芳，庄智象，《现代外语教学——理论、实践与方法》[M]，上海：上海外语教育出版社，1996。
[49] 孙晓青，外语思维与母语思维[J]，《外语界》第4期，2002。
[50] 孙燕青，董奇，多媒体语境下词类对儿童英语词汇学习效果的影响[J]，《心理发展与教育》，2001年第4期。
[51] 唐承贤，第二语言习得中的母语迁移研究述评[J]，《解放军外国语学院学报》第5期，2003。
[52] 王初明，《应用心理语言学》[M]，湖南教育出版社，1990。
[53] 王初明a，二语习得年龄研究[A]。董燕萍，王初明《中国的语言学研究与应用》[C]。上海：上海外语教育出版社，2001。
[54] 王初明b，解释二语习得，连接论优于普遍语法[J]，《外国语》第5期，2001。
[55] 王初明c，正确认识外语学习过程是提高外语教学质量的关键[J]，《外语与外语教学》第10期，2001。
[56] 王立波，中国英汉双语环境下一个中国儿童的语言发展特点[J]，《心理学动态》第3卷，1995。
[57] 王立非，《现代外语教学论》[M]，上海：上海教育出版社，2000。
[58] 王文字，母语思维与二语习得：回顾与思考[J]，《外语界》第4期，2002。
[59] 吴德元，也谈“外语要从小学起”[J]，《外语教学与研究》第2期，1993。
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