Mother Tongue Transfer in English Writing of Chinese Students开题报告

 2022-08-10 15:09:05

1. 研究目的与意义

Second language acquisition refers to the process of acquisition of the second language except the mother tongue. Mother tongue transfer refers to the use of the first language will exert an influence on the acquisition of the second language. What#8217;s more, it will play a positive or negative role in second language acquisition. According to the mother tongue transfer theory, when Chinese learn second language, such as English, French, the habits of Chinese learning will promote or inhibit the process. Research on mother tongue transfer in English writing of Chinese students will not only help Chinese students improve their English writing skills, but also let teachers know exactly how to promote their teaching so that make every student acquire knowledge efficiently.

2. 研究内容和预期目标

Mother tongue transfer has been a controversial issue in foreign language learning, and writing is always difficult for Chinese students. This thesis aims which aims at exploring positive and negative mother transfer in English writing, is desired to be of some help both to language learner and language teachers. The paper is divided into four parts. The first chapter introduces the background of language transfer and gives a clear description of literature review. The second chapter introduces the definition and different types of language transfer, as well as theories related to language transfer. Then, it analyses various errors in students writing due to mother tongue transfer. The last chapter is an conclusion which gives suggestions to language learners and language teachers to improve their writing and teaching.

3. 国内外研究现状

Sheren Rubinstein, a psychologist in Soviet, was the first person who put forward cognitive problems in the process of transfer. He thinks summary is the basis of transfer. One should make connections between two subjects so that the transfer will happen. With the deepening in study on transfer, the conception of mother tongue transfer was put forward in the comparative analysis theory in the 1940s, which has raised greater attention in academia. Research on mother tongue transfer in foreign countries reached a climax in 1990s, which had made great achievements in theory and practice. On the contrary, research on mother tongue transfer in China begins late, develops slowly and does not achieve a lot. Mother tongue is a common and controversial problem which linguistics and foreign teachers pay a lot of attention to. Guo Chunjie and LiuFang have found that the first language serve as intermediary language in logic reasoning process, in the formal monitoring in target language output, and in mutual retrieval of the world conception and the target language. Wen Qiufang and Guo Chunjie have made further research. They found that the students who get higher scores in writing use first language far less than the students with lower scores. Liu Dongdong has found many types of errors in the practice composition of Chinese students, such as errors in subject-predicate agreement, errors in tense applying Chinese phrases mechanically, confusion of parts of speech, improper words, spelling errors and so on. Research on mother tongue transfer not only promotes the level of teachers#8217; teaching, but also lets students avoid unnecessary errors. Consequently, domestic research on mother tongue transfer should move on so that provides theoretical and practical support to English learners or teachers.

4. 计划与进度安排

Chapter I . Introduction 1.1 The Development of Mother Tongue Transfer Theory 1.2 Literature Review Chapter Ⅱ.Mother Tongue Transfer 2.1 Language Transfer Theory 2.1.1 The Definition of Language Transfer 2.2.2 The Classification of Language Transfer 2.2 Theories Related to Language Transfer 2.2.1 Contrastive Analysis 2.2.2 Error Analysis 2.2.3 Interlanguage Theory 2.3 Mother Tongue Transfer in Chinese Students#8217; English Writing 2.3.1 Syntactic Errors 2.3.2 Lexical Errors 2.3.3 Grammatical Errors Chapter III Conclusion

5. 参考文献

1. Bloomfield, L. Language [M].New York: Holt, Rinehart, and Winston, 1933. 2. Chomsky, N. Aspects of the Theory of Syntax [M].Cambridge: MIT Press, 1965. 3. Brooks, N. Language and language learning [M].New York: Halcourt Brace and World, 1960. 4. Cook, V.J. Universal grammar and second language learning [J].Journal of Applied Linguistics, 1985,(6):2-18. 5. Ellis, R. Understanding Second Language Acquisition [M]. England: Oxford University Press, 1985. 6. Ellis, R. The Study of Second Language Acquisition [M]. Shanghai: Shanghai Foreign Language Education Press, 1994. 7. James, C. Errors in language learning and use: Exploring Error Analysis[M].Beijing: Foreign Language Teaching and Research Press,2001. 8. Krashen, S. Second Language Acquisition and Second Language Learning [M].Oxford: Pergamon, 1981. 9. Odlin,T.Language Transfer[M].England:Cambridge University Press,1989. 10. 安旭红.非英语专业学生中国式英语研究[J].贵州师范大学学报(社会科报),2004,(4):125-128. 11. 戴曼纯,王湘玲.误差分析:问题与思考[J].外语界,1997,(3):11-16. 12. 丁言仁.第二语言习得研究与外语学习[M].上海:上海外语教育出版社,2004. 13. 高远. 对比分析与错误分析[M]. 北京:北京航空航天大学出版社,2002. 14. 李翔玲. 汉语主题化与英语写作[J]. 外语教学, 1990,(3). 15. 俞理明.语言迁移与二语习得回顾、反思与研究[M].上海:上海外语出版社,2004. 16. 邹为诚.语言输入的机会和条件[J].外语界,2000,(1):6-11.

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