英语专业口语教学中的母语负迁移现象研究
|
摘要
中国学生在学习外语的过程中,由于受到母语的影响,常常引起语用错误从而阻碍目的语的习得,这种现象被称作母语的负迁移。从20世纪50年代至今,母语负迁移对外语学习的影响一直是语言学家们关注的焦点。与此同时,二语习得领域新的理论模式如错误分析,对比分析,中介语等从不同侧面给予母语负迁移以新的指导。从以往的研究中可以发现,对母语负迁移的研究大多致力于其对外语写作的影响,从口语的角度探讨母语负迁移问题并不多见。
本文在总结以往研究的基础上,结合口语自身的特点,现场收录学生口语语料并转录为文字材料,以此研究母语负迁移在学生英语口语学习各个层面的具体体现。作者着重使用对比分析和错误分析的方法,旨在发现由母语负迁移所造成的英语口语表达错误,并在此基础上提出解决之道,帮助学生降低这些错误的发生率。
论文以广西师范大学外国语学院英语专业一,二年级学生为研究对象,采用实证研究的模式。研究者随机抽取班级进行随堂听课并详细收录学生课堂上的口语材料,然后依据相关理论对所得材料进行整理分析。研究结果如下:
1)母语负迁移错误在学生口语所犯错误总数中占有很大的比例,其广泛存在于学生口头表达的各个层面,这充分说明母语负迁移是学生英语口语学习中的一种不可避免的现象。
2)母语负迁移错误在词汇,句法,形态和文化方面呈递减分布,其中词汇错误所占比重最大,词汇错误是学生口语学习中最容易出错的部分。
3)在词汇错误中,实词错误所占比重最大,达到了73%。
4)在句法错误方面,“冗余”错误总数排在第一位,学生口语表达中很容易犯“冗余”错误。
5)虽然母语负迁移错误在文化方面所占比重最小,但若将其归入划分的子层面中,其所占比例反而最大。从搜集到的资料中不难发现,很多学生由于不了解汉英语言文化差异导致其口语表达中常常出现负迁移错误。
在对研究材料分析的基础上,作者探讨了母语负迁移产生的原因以及在英语口语和教学中减少及克服母语负迁移的方法,旨在使英语教师从中得到启示,促进英语口语的教学。最后,作者提出研究设计和分析中的不足之处以及对后续研究的建议和展望。
In learning a foreign language, a learner’s mother tongue will inevitably hinder his learning or even lead to the pragmatic errors. This phenomenon is called negative transfer in linguistic research. Since 1950s, the research on negative transfer of mother tongue has been the central issue of linguists and researchers. In the meantime, many new theories such as Error Analysis, Contrastive Analysis and Interlanguage have provided guidance for them. But the majority of the previous researches focus on the relationship between L1 transfer and language writing, and little attention has been paid to the aspect of foreign language speaking.
Inspired by the early researches, this study tries to probe into the problem of how negative transfer of mother tongue influence students’oral English. The author collects Chinese students’verbal data in their English speaking performance and analyzes them by transcribing them into written form. Errors analysis (EA) and contrastive analysis (CA) are mainly adopted to detect the distribution of negative transfer errors in order to help students reduce the influence of negative transfer errors.
This research sets its subjects on the freshmen and sophomores majoring in English in the College of Foreign Studies in Guangxi Normal University and makes an empirical study on the negative transfer of mother language in the students’English speaking performance. The present author attends the oral classes and observes the oral performance of the subjects. Finally, the verbal data are recorded and transcribed into written form, followed by error analysis within the framework of relevant theories. The results of this research are presented below.
1) L1 transfer errors take a dominant part in speech errors and they take place in each type and subtype both linguistically and culturally. The fact gives the evidence that negative transfer is an inevitable phenomenon in students’oral English learning.
2) Of the four dimensions in linguistic categories, errors in lexis, syntax, morphology and cultures rank in descending order, among which lexical errors are the most prominent, indicating that this is the greatest problem for students in their English speaking.
3) Among the lexical errors, errors of content words take the most proportion, accounting for 73% of all lexical errors.
4) Concerning the syntactic errors, redundancy errors are ranked at the first place and it is believed that students are apt to commit the redundancy errors in the syntactical level.
5) Although errors in culture only rank the bottom in the four dimensions in linguistic categories, they are ranked at the top in all the subtypes in linguistic categories. The samples collected in the research show that students always confuse with the differences between Chinese and English cultures and it is difficult to erase the errors in cultures.
Potential sources of the errors are discussed after data analysis. Pedagogical implications, limitations of the present research and suggestions for further research are also provided at the end of this thesis.
本文在总结以往研究的基础上,结合口语自身的特点,现场收录学生口语语料并转录为文字材料,以此研究母语负迁移在学生英语口语学习各个层面的具体体现。作者着重使用对比分析和错误分析的方法,旨在发现由母语负迁移所造成的英语口语表达错误,并在此基础上提出解决之道,帮助学生降低这些错误的发生率。
论文以广西师范大学外国语学院英语专业一,二年级学生为研究对象,采用实证研究的模式。研究者随机抽取班级进行随堂听课并详细收录学生课堂上的口语材料,然后依据相关理论对所得材料进行整理分析。研究结果如下:
1)母语负迁移错误在学生口语所犯错误总数中占有很大的比例,其广泛存在于学生口头表达的各个层面,这充分说明母语负迁移是学生英语口语学习中的一种不可避免的现象。
2)母语负迁移错误在词汇,句法,形态和文化方面呈递减分布,其中词汇错误所占比重最大,词汇错误是学生口语学习中最容易出错的部分。
3)在词汇错误中,实词错误所占比重最大,达到了73%。
4)在句法错误方面,“冗余”错误总数排在第一位,学生口语表达中很容易犯“冗余”错误。
5)虽然母语负迁移错误在文化方面所占比重最小,但若将其归入划分的子层面中,其所占比例反而最大。从搜集到的资料中不难发现,很多学生由于不了解汉英语言文化差异导致其口语表达中常常出现负迁移错误。
在对研究材料分析的基础上,作者探讨了母语负迁移产生的原因以及在英语口语和教学中减少及克服母语负迁移的方法,旨在使英语教师从中得到启示,促进英语口语的教学。最后,作者提出研究设计和分析中的不足之处以及对后续研究的建议和展望。
In learning a foreign language, a learner’s mother tongue will inevitably hinder his learning or even lead to the pragmatic errors. This phenomenon is called negative transfer in linguistic research. Since 1950s, the research on negative transfer of mother tongue has been the central issue of linguists and researchers. In the meantime, many new theories such as Error Analysis, Contrastive Analysis and Interlanguage have provided guidance for them. But the majority of the previous researches focus on the relationship between L1 transfer and language writing, and little attention has been paid to the aspect of foreign language speaking.
Inspired by the early researches, this study tries to probe into the problem of how negative transfer of mother tongue influence students’oral English. The author collects Chinese students’verbal data in their English speaking performance and analyzes them by transcribing them into written form. Errors analysis (EA) and contrastive analysis (CA) are mainly adopted to detect the distribution of negative transfer errors in order to help students reduce the influence of negative transfer errors.
This research sets its subjects on the freshmen and sophomores majoring in English in the College of Foreign Studies in Guangxi Normal University and makes an empirical study on the negative transfer of mother language in the students’English speaking performance. The present author attends the oral classes and observes the oral performance of the subjects. Finally, the verbal data are recorded and transcribed into written form, followed by error analysis within the framework of relevant theories. The results of this research are presented below.
1) L1 transfer errors take a dominant part in speech errors and they take place in each type and subtype both linguistically and culturally. The fact gives the evidence that negative transfer is an inevitable phenomenon in students’oral English learning.
2) Of the four dimensions in linguistic categories, errors in lexis, syntax, morphology and cultures rank in descending order, among which lexical errors are the most prominent, indicating that this is the greatest problem for students in their English speaking.
3) Among the lexical errors, errors of content words take the most proportion, accounting for 73% of all lexical errors.
4) Concerning the syntactic errors, redundancy errors are ranked at the first place and it is believed that students are apt to commit the redundancy errors in the syntactical level.
5) Although errors in culture only rank the bottom in the four dimensions in linguistic categories, they are ranked at the top in all the subtypes in linguistic categories. The samples collected in the research show that students always confuse with the differences between Chinese and English cultures and it is difficult to erase the errors in cultures.
Potential sources of the errors are discussed after data analysis. Pedagogical implications, limitations of the present research and suggestions for further research are also provided at the end of this thesis.
引文
[1] Brown, H.D. Principles of Languages and Teaching [M]. New York: Prentice Hall Regents, 1994:28.
[2] Chomsky. Review of Verbal Behavior by B.F.Skinner [J]. Language, 1959(35): 26-58.
[3] Chomsky. Language and Responsibility [M] New York: St. Martin’s Press. 1979.
[4] Cook, Vivian. Second Language Learning and Language Teaching [M]. Beijing: Foreign Language Teaching and Research Press, 2000: 37.
[5] Corder, S.P.‘The Significance of Learner’Errors [A]. In Corder (Ed.).1981, Error Analysis and Interlanguage[C].Oxford:OUP.1967:5-13.
[6] Corder, S.P. (Ed.). Error analysis and Interlanguage[M]. Oxford:OUP. 1981,
[7] Daught, M., & Laufer, B., How intralingual are intralingual errors? [C]. In the proceeding of the 6th AILA Congress, Lund. 1981.
[8] Ellis, Rod. Understanding Second Language Acquisition [M]. Oxford: OUP. 1985:5-6, 29, 64.
[9] Ellis, Rod. The Study of Second Language Acquisition [M]. Oxford: OUP.1994:11-12, 14-16.
[10] Frantini. Introduction-Language, Cultural and Worldwide: Exploring the Nexus [J]. International Journal of Intercultural Relations, 1995(19): 143-153.
[11] Fearch,C. & Kasper, G.. Perspectives on Language Transfer [J]. Applied linguistics, 1987, Vol.8, No.2, 111-136.
[12] Freeman, D. An explanation for the morpheme acquisition order of second language learners [J]. Language learning, 1976(26): 125-134.
[13] James, Carl. Errors in Language Learning and Use: Exploring Error Analysis [M]. Beijing: Foreign Language Teaching and Research Press, 2001:1-9.
[14] James, C. Deeper Contrast Study [J].International Review of Applied Linguistics, 1969, 1971.
[15] Kellerman, E. & M. Smith, Cross-linguistic Influence in L2 Acquisition[M]. Oxford: Pergaman Press. 1986.
[16] Krashen, S, D. Second Language Acquisition and Second Language Learning[M]. Oxford: Pergamon, 1981.
[17] Krashen, S, D. & Scarcella, R. on Routines and Patterns in Language Acquisition and Performance [J]. Language Learning 1978, (4): 409-419.
[18] Lado, R. Linguistics across Cultures: Applied Linguistics for Language Teachers [M]. Ann Arbor: University of Michigan Press, 1957:2.
[19] Odlin, T. Language Transfer: Cross-linguistic Influence in Language learning [M].Shanghai: Shanghai Foreign Language Education Press. 1989:46-55.
[20] Richard, Jack.C.‘A Non-contrastive Approach to Error Analysis’[A]. In Richards (Ed.). 1974. Error Analysis[C]. London: Longman Group Ltd. 1971: 173-187.
[21] Richard, J. and M. Sukwiwat. Language Transfer and Conversational Competence [J]. Applied Linguistics, 1983(412): 113-126.
[22] Sapir E Language: An Introduction to Study of Speech [M]. New York: Harcourt, Bracve& Co, 1921: 336-338.
[23] Schachter, J., An error in Error Analysis [J]. Language Learning, 1974(24): 205-14.
[24] Selinker, L. Language Transfer [J]. General Linguistics, 1969(9): 67-92.
[25] Selinker, L.‘Interlanguage’[A]. In Richard (Ed.). 1974. Error Analysis [C]. London: Longman Group Ltd. 1972: 31-51.
[26] Stern. H. H. Fundamental Concept of Language Teaching [M]. Oxford: Oxford University Press, 1983: 19-20.
[27] Tran-Chi-Chau. Error Analysis, Contrastive Analysis and Students’Perception: A Study of Difficulty in Second Language Learning [J]. International Review of Applied Linguistics. 1975(13): 119-143.
[28] Yip & Matthews. Syntactic transfer in a Cantonese-English Bilingual [J]. Bilingualism: Language and Cognition 2000, (3): 193-208.
[29] Zhao Jian. The Influence of Native Language on the Syntactic Structures in Chinese College Students’Writing [D]. An Unpublished Thesis of the Degree of Master in Shaanxi Normal University,2003.
[30]卜伟.论文化迁移与大学英语口语教学[D].北京:中国石油大学2008.
[31]陈晓湘.大学英语写作教学初探[J].外语学刊, 1995 (3): 66-69.
[32]曹雪梅,戴卫平.英语口语错误分析及纠错策略[J].大学英语(学术版)2005:308-311.
[33]董佩佩.试论英语学习中的负迁移[J].宁波大学学报,2002 (1): 109-111.
[34]邓炎昌.刘润清.语言与文化[M].北京:北京外研社,1997.
[35]戴炜栋,王栋.语言迁移研究:问题与思考[J].外国语,2002 (6): 1-9.
[36]窦丽丽.英语口语错误分析及对英语口语教学的启示[J].辽宁教育行政学院学报, 2008(5): 148-150.
[37]段娜.汉语负迁移对大学生英语写作的影响[D].曲阜:曲阜师范大学, 2008
[38]段赛男.母语迁移研究综述[J].考试周刊, 2009 (18): 205-206.
[39]方渊媛.论黄冈电大学生英语写作中的母语负迁移及教学启示[D].武汉:华中师范大学, 2004.
[40]郭晶.中国非英语专业学生英语写作中的负迁移[D].吉林:吉林大学, 2007.
[41]郭纯洁,刘芳.外语写作中母语影响的动态研究[J].现代外语,1997 (4):30-38.
[42]高远.对比分析和错误分析[M].北京:北京航空航天大学出版社2002.
[43]胡壮麟..语言学教程[M].北京:北京大学出版社,2001.
[44]胡文仲.跨文化交际学概论.北京:外语教学与研究出版社,1999.
[45]何幸君.中英不同思维模式对英汉句法结构的影响[J].福建商专学报, 2005(2): 36-38.
[46]洪牡丹.口语错误分析和英语口语教学[J].池州师专学报2004(1) 114-116.
[47]刘宓庆.汉英对比与翻译[M].南昌:江西教育出版社,1992.
[48]刘润清.外语教学中的科研方法.北京:外语教学与研究出版社,1999.
[49]陆云.英语教学法[M].桂林:广西师范大学出版社,2004.
[50]陆效用.试论母语对二语习得的正面影响.外语界,2002(4): 11-15.
[51]李静娴.非英语专业研究生英语写作中母语思维模式负迁移的研究[D].石家庄:河北师范大学,2006.
[52]马广惠,文秋芳,大学生英语写作能力的影响因素研究[J].外语教学与研究, 1999(4): 34-39.
[53]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,2001:58.
[54]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,2003(5): 37-42.
[55]陶啸云.母语迁移对中国学生英语写作的影响[D].合肥:安徽大学,2006.
[56]文秋芳,郭纯洁.母语思维与外语写作能力的关系:对高中英语看图作文过程的研究[J].现代外语,1998(1): 4.
[57]王玲.母语负迁移对中国大学生英语写作的影响[D].重庆:重庆大学, 2007.
[58]温肇宽.论如何减少中国学生英语学习中的负迁移现象[D].上海:上海外国语大学,2007.
[59]王奕君.母语负迁移引起的语际错误分析[J].厦门海洋职业技术学院学报, 2007(10): 172-173.
[60]王初明.影响外语学习的两大因素与外语教学[J].外语界,2001(6):8-12.
[61]伍巍.论教学口语的功能特点[J].广西师范大学学报, 2004, 40(3):71-75.
[62]谢斌,范献龙.大学生英语口语错误分析及纠错策略[J].黑龙江教育学院学报, 2006,26(12): 140-141.
[63]许菊.标记性与母语迁移[J].解放军外国语学院学报2004(2): 47-52.
[64]俞理明.语言迁移与二语习得—回顾、反思和研究[M].上海:上海外语教育出版社,2004.
[65]喻云根.英汉对比语言学[M].北京:北京工业大学出版社,1994.
[66]张莎.母语的负迁移对大学生英语写作的影响与对策[J].信阳师范学院学报, 2008(4): 57-59.
[67]张蔚然.成人英语口语中的母语负迁移现象及应对策略[J].职教论坛,2009(20): 36-37.
[68]朱静芬.语言迁移对二外学习者英语写作的影响[J].外语教学,2000(l): 51-55.
[69]曾鹏.中学生英语写作中的母语迁移现象及写作教学策略[D].上海:华东师范大学, 2005.
[2] Chomsky. Review of Verbal Behavior by B.F.Skinner [J]. Language, 1959(35): 26-58.
[3] Chomsky. Language and Responsibility [M] New York: St. Martin’s Press. 1979.
[4] Cook, Vivian. Second Language Learning and Language Teaching [M]. Beijing: Foreign Language Teaching and Research Press, 2000: 37.
[5] Corder, S.P.‘The Significance of Learner’Errors [A]. In Corder (Ed.).1981, Error Analysis and Interlanguage[C].Oxford:OUP.1967:5-13.
[6] Corder, S.P. (Ed.). Error analysis and Interlanguage[M]. Oxford:OUP. 1981,
[7] Daught, M., & Laufer, B., How intralingual are intralingual errors? [C]. In the proceeding of the 6th AILA Congress, Lund. 1981.
[8] Ellis, Rod. Understanding Second Language Acquisition [M]. Oxford: OUP. 1985:5-6, 29, 64.
[9] Ellis, Rod. The Study of Second Language Acquisition [M]. Oxford: OUP.1994:11-12, 14-16.
[10] Frantini. Introduction-Language, Cultural and Worldwide: Exploring the Nexus [J]. International Journal of Intercultural Relations, 1995(19): 143-153.
[11] Fearch,C. & Kasper, G.. Perspectives on Language Transfer [J]. Applied linguistics, 1987, Vol.8, No.2, 111-136.
[12] Freeman, D. An explanation for the morpheme acquisition order of second language learners [J]. Language learning, 1976(26): 125-134.
[13] James, Carl. Errors in Language Learning and Use: Exploring Error Analysis [M]. Beijing: Foreign Language Teaching and Research Press, 2001:1-9.
[14] James, C. Deeper Contrast Study [J].International Review of Applied Linguistics, 1969, 1971.
[15] Kellerman, E. & M. Smith, Cross-linguistic Influence in L2 Acquisition[M]. Oxford: Pergaman Press. 1986.
[16] Krashen, S, D. Second Language Acquisition and Second Language Learning[M]. Oxford: Pergamon, 1981.
[17] Krashen, S, D. & Scarcella, R. on Routines and Patterns in Language Acquisition and Performance [J]. Language Learning 1978, (4): 409-419.
[18] Lado, R. Linguistics across Cultures: Applied Linguistics for Language Teachers [M]. Ann Arbor: University of Michigan Press, 1957:2.
[19] Odlin, T. Language Transfer: Cross-linguistic Influence in Language learning [M].Shanghai: Shanghai Foreign Language Education Press. 1989:46-55.
[20] Richard, Jack.C.‘A Non-contrastive Approach to Error Analysis’[A]. In Richards (Ed.). 1974. Error Analysis[C]. London: Longman Group Ltd. 1971: 173-187.
[21] Richard, J. and M. Sukwiwat. Language Transfer and Conversational Competence [J]. Applied Linguistics, 1983(412): 113-126.
[22] Sapir E Language: An Introduction to Study of Speech [M]. New York: Harcourt, Bracve& Co, 1921: 336-338.
[23] Schachter, J., An error in Error Analysis [J]. Language Learning, 1974(24): 205-14.
[24] Selinker, L. Language Transfer [J]. General Linguistics, 1969(9): 67-92.
[25] Selinker, L.‘Interlanguage’[A]. In Richard (Ed.). 1974. Error Analysis [C]. London: Longman Group Ltd. 1972: 31-51.
[26] Stern. H. H. Fundamental Concept of Language Teaching [M]. Oxford: Oxford University Press, 1983: 19-20.
[27] Tran-Chi-Chau. Error Analysis, Contrastive Analysis and Students’Perception: A Study of Difficulty in Second Language Learning [J]. International Review of Applied Linguistics. 1975(13): 119-143.
[28] Yip & Matthews. Syntactic transfer in a Cantonese-English Bilingual [J]. Bilingualism: Language and Cognition 2000, (3): 193-208.
[29] Zhao Jian. The Influence of Native Language on the Syntactic Structures in Chinese College Students’Writing [D]. An Unpublished Thesis of the Degree of Master in Shaanxi Normal University,2003.
[30]卜伟.论文化迁移与大学英语口语教学[D].北京:中国石油大学2008.
[31]陈晓湘.大学英语写作教学初探[J].外语学刊, 1995 (3): 66-69.
[32]曹雪梅,戴卫平.英语口语错误分析及纠错策略[J].大学英语(学术版)2005:308-311.
[33]董佩佩.试论英语学习中的负迁移[J].宁波大学学报,2002 (1): 109-111.
[34]邓炎昌.刘润清.语言与文化[M].北京:北京外研社,1997.
[35]戴炜栋,王栋.语言迁移研究:问题与思考[J].外国语,2002 (6): 1-9.
[36]窦丽丽.英语口语错误分析及对英语口语教学的启示[J].辽宁教育行政学院学报, 2008(5): 148-150.
[37]段娜.汉语负迁移对大学生英语写作的影响[D].曲阜:曲阜师范大学, 2008
[38]段赛男.母语迁移研究综述[J].考试周刊, 2009 (18): 205-206.
[39]方渊媛.论黄冈电大学生英语写作中的母语负迁移及教学启示[D].武汉:华中师范大学, 2004.
[40]郭晶.中国非英语专业学生英语写作中的负迁移[D].吉林:吉林大学, 2007.
[41]郭纯洁,刘芳.外语写作中母语影响的动态研究[J].现代外语,1997 (4):30-38.
[42]高远.对比分析和错误分析[M].北京:北京航空航天大学出版社2002.
[43]胡壮麟..语言学教程[M].北京:北京大学出版社,2001.
[44]胡文仲.跨文化交际学概论.北京:外语教学与研究出版社,1999.
[45]何幸君.中英不同思维模式对英汉句法结构的影响[J].福建商专学报, 2005(2): 36-38.
[46]洪牡丹.口语错误分析和英语口语教学[J].池州师专学报2004(1) 114-116.
[47]刘宓庆.汉英对比与翻译[M].南昌:江西教育出版社,1992.
[48]刘润清.外语教学中的科研方法.北京:外语教学与研究出版社,1999.
[49]陆云.英语教学法[M].桂林:广西师范大学出版社,2004.
[50]陆效用.试论母语对二语习得的正面影响.外语界,2002(4): 11-15.
[51]李静娴.非英语专业研究生英语写作中母语思维模式负迁移的研究[D].石家庄:河北师范大学,2006.
[52]马广惠,文秋芳,大学生英语写作能力的影响因素研究[J].外语教学与研究, 1999(4): 34-39.
[53]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,2001:58.
[54]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,2003(5): 37-42.
[55]陶啸云.母语迁移对中国学生英语写作的影响[D].合肥:安徽大学,2006.
[56]文秋芳,郭纯洁.母语思维与外语写作能力的关系:对高中英语看图作文过程的研究[J].现代外语,1998(1): 4.
[57]王玲.母语负迁移对中国大学生英语写作的影响[D].重庆:重庆大学, 2007.
[58]温肇宽.论如何减少中国学生英语学习中的负迁移现象[D].上海:上海外国语大学,2007.
[59]王奕君.母语负迁移引起的语际错误分析[J].厦门海洋职业技术学院学报, 2007(10): 172-173.
[60]王初明.影响外语学习的两大因素与外语教学[J].外语界,2001(6):8-12.
[61]伍巍.论教学口语的功能特点[J].广西师范大学学报, 2004, 40(3):71-75.
[62]谢斌,范献龙.大学生英语口语错误分析及纠错策略[J].黑龙江教育学院学报, 2006,26(12): 140-141.
[63]许菊.标记性与母语迁移[J].解放军外国语学院学报2004(2): 47-52.
[64]俞理明.语言迁移与二语习得—回顾、反思和研究[M].上海:上海外语教育出版社,2004.
[65]喻云根.英汉对比语言学[M].北京:北京工业大学出版社,1994.
[66]张莎.母语的负迁移对大学生英语写作的影响与对策[J].信阳师范学院学报, 2008(4): 57-59.
[67]张蔚然.成人英语口语中的母语负迁移现象及应对策略[J].职教论坛,2009(20): 36-37.
[68]朱静芬.语言迁移对二外学习者英语写作的影响[J].外语教学,2000(l): 51-55.
[69]曾鹏.中学生英语写作中的母语迁移现象及写作教学策略[D].上海:华东师范大学, 2005.