英语专业学生议论文写作中的母语迁移研究文献综述

 2021-12-30 08:12

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文献综述

1.Introduction1.1 Research backgroundEnglish argumentative writing is one of the comprehensive measures to measure students' mastery of English knowledge, but also a key and difficulty of foreign language teaching. By analyzing students' English Argumentative Compositions, teachers can effectively understand students' mastery of English knowledge. In English argumentative writing, influenced by mother tongue transfer, students will make mistakes in grammar, vocabulary and text and so on. The concept of mother tongue transfer was put forward in the theory of contrastive analysis in the 1940s and 1950s. It means that in the process of second language acquisition, learners' habits of using the first language will directly affect the second language acquisition, and play a positive role in promoting or negatively interfering with it. In foreign language acquisition, the influence of mother tongue on learners is a common phenomenon, which has attracted more and more attention in academic circles. Therefore, this paper studies the phenomenon of mother tongue transfer in English Majors' Argumentative Writing, analyzes the problems and reasons caused by mother tongue transfer, and puts forward some countermeasures to reduce the interference of mother tongue transfer and improve English Majors' Argumentative Writing.1.2 Need for the study Mother tongue transfer is an inevitable phenomenon in the process of second language learning, because foreign language learners already have a relatively perfect mother tongue system before learning a foreign language. For English teaching, argumentative writing is one of the most important parts in teaching design. English argumentative writing is generally divided into three stages: conception, writing and revision. However, both non English majors and English majors are often affected by the transfer of their mother tongue when they write argumentative writing. They will make mistakes in grammar, vocabulary and discourse and so on, which are the first influencing factors on an excellent argumentative composition. Therefore, this paper analyzes the problems caused by mother tongue transfer in English Majors' Argumentative Writing, so as to help them improve their writing ability to a certain extent.1.3 Research purposesBased on the theory of mother tongue transfer, this study explores and analyzes the use of mother tongue in English Majors' Argumentative Writing, so as to find out the frequency of mother tongue use and whether there are differences in the use of mother tongue in English Majors' Argumentative Writing. Based on the research findings, this paper gives some teaching suggestions to teachers and learners. Teachers can encourage students to use their mother tongue to conceive syllabus and extended paragraphs, and advise students to avoid using their mother tongue when revising word order or sentence order. Learners can be aware of the differences between Chinese and English thinking patterns and use them to improve their writing ability. Therefore, the research of this paper has a certain operational significance.2. Literature review2.1 Definitions of mother tongue transfer In foreign language acquisition, the influence of mother tongue on learners is a common phenomenon, which has attracted more and more attention in academic circles. This phenomenon is called L1 transfer in psychology. Language transfer is originally put forward by Fries (1945), and then expanded by Lado (1957). Lado (1957) holds that people tend to transfer their native language to a foreign language and LI has a decisive impact on L2 learning. Odlin (2001) believes that transfer is the influence caused by the similarities and differences between the target language and other languages which have been acquired before. According to the theory of "mother tongue transfer", in the process of second language acquisition, learners' habits of using the first language, that is, mother tongue, will directly affect the second language acquisition, and play a positive role in promoting or negatively interfering with it. According to the principles of educational psychology, the beneficial and positive influence of mother tongue on foreign language acquisition is called positive transfer, which can promote learners' mastery and use of foreign language; on the contrary, the negative influence of mother tongue on foreign language acquisition is called negative transfer, which means learners' mastery and use of foreign language There are many obstacles. In the process of foreign language acquisition, positive and negative transfer exist at the same time and work together on foreign language acquisition. As we all know, adults' acquisition of second language is different from that of first language. Before adults come into contact with foreign languages, they have already formed a large number of concepts of mother tongue in their minds, thus forming a certain mode of thinking and language habits. Therefore, in English argumentative writing, due to their own inherent mode of thinking and language habits, there will be a lot of native language use in students' English argumentative writing.2.2 Language transferLanguage transfer refers to the influence of mother tongue into the second language acquisition, including the influence of language, such as pronunciation, vocabulary, grammar, semantics and so on. Language transfer also includes the influence of factors other than language, such as thinking mode, cultural tradition, social history and so on. Some linguists believe that language transfer is only due to learners' insufficient mastery of the foreign language. Language transfer was first proposed by fries (1945) and later extended by Lado (1957). Odlin(1989:27): Transfer is the influence resulting from the similarities and differences between the target language and any other language that has been previously acquired (and perhaps imperfectly acquired). According to his definition, transfer not only refers to the influence of the learner's mother tongue in traditional transfer studies, but also refers to the influence of any other language knowledge acquired by the learner on new language acquisition.2.3 Relevant studiesForeign scholars began to study mother tongue transfer in the 1950s, and reached the climax in the 1980s and 1990s. So far, great achievements have been made both in theory and practice. Among these works, Odlin (1989) is undoubtedly a milestone. His book is the most comprehensive and profound summary of the study of language transfer up to the 1990s, and it is also the most frequently cited book in the current study of language transfer. Jarvis Pavlenko (2008:11) also summarized the research results before the 1990s as eight major findings. Negative transfer of mother tongue is the focus of foreign research on transfer. Researchers began to study negative transfer in the 1950s. In this period, comparative analysis theory was formed on the basis of negative transfer theory. Since the 1960s, language transfer has been criticized from various fields such as theory and practice. In the late 1960s and early 1970s, error analysis theory and interlanguage theory emerged in the field of Applied Linguistics. Combined with contrastive analysis theory and error score theory, researchers use interlanguage to analyze and explain the phenomenon of mother tongue transfer in language learning. In the 1980s, due to the deepening of cross-cultural research and foreign language teaching research, language transfer has become an important aspect of their research. The study of mother tongue transfer in second language acquisition in China started relatively late. Various studies have proved that the influence of mother tongue transfer on Chinese students' English writing is objective. Most of the researches on mother tongue transfer in China are speculative or theoretical, but the empirical research is more than before, mainly based on short-term sampling and testing. In addition, although the research of mother tongue transfer involves vocabulary, writing, pragmatics, learning strategies and other aspects, it is only a simple description and explanation. Few of the research results are applied to specific teaching practice. Most of the research focuses on the theoretical level of second language acquisition, and most of the research objects are college students. Therefore, we can conclude that the phenomenon of mother tongue transfer in the process of second language acquisition is a very complex language phenomenon, and it is also a field that linguists, psychologists and foreign language teachers pay great attention to and devote a lot of energy to. The influence of native language transfer on Chinese students' English argumentative writing ability has changed to a certain extent. This requires us to make further empirical research on the phenomenon of mother tongue transfer in English writing of English majors and the corresponding teaching strategies adopted by English teachers, so as to further supplement the research results.2.4 Research gapThrough the introduction of mother tongue transfer, we can know that mother tongue transfer is of great significance to English Majors' Argumentative Writing. In view of a large number of scholars' research on the phenomenon of mother tongue transfer, we have some understanding of this concept. Both positive transfer and negative transfer have great influence on students' Argumentative Writing. Positive transfer is helpful to students' writing, while negative transfer is an obstacle to students' writing. In English argumentative writing, there are three stages: conception, writing and revision. But in each stage, students' use of mother tongue is not the same, and the use of mother tongue is different in the argumentative writing stage. This paper focuses on the negative transfer effect of mother tongue transfer on English Majors' Argumentative Writing, and analyzes students' use of mother tongue in writing. Then, based on the research finds, this paper will give some suggestions to teachers and learners in English composition teaching, hoping to be helpful.ReferencesArndt, V. (1987). Six writers in search of texts: A protocol-based study of LI and L2 writing. ELT Journal, 41(4), 257-267.Bosher, S. (1998). The composing processes of three Southeast Asian writers at the post-secondary level: An exploratory study. Journal of second language writing, 7⑵,205-241.Bergh, H., etal. (2009). LI use during L2 writing: an empirical study of a complex phenomenon. Journal of second language writing, 18(4), 235-250.Corder, S. P. (1983). A Role for the Mother Tobgue. Alesbury Bucks: Hazell Watson Viney Ltd.Culik, S. (1962) The East and West: A Study of Their Psychic and Cultural Characteristics. Rutland, VT: Charles E. Tuttle.Cumming, A. (1989). Writing expertise and second language proficiency. Language Learning, 39(1), 81-141.Ellis, R. (1985). Understanding Second Language Acquisition. Oxford: Oxford University Press.Flower, L., Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32, 365-387.Fries, C. (1945). Teaching and Learning English as a Foreign Language. Ann Arbor, MI: University of Michigan Press.Friedlander, A. (1990). Composing in English: Effects of first language on writing in English as a second language. In B. Kroll (Ed.), Second Language Writing: research insights for the classroom. Cambridge: Cambridge University Press, 109-125.Kobayashi, H., Rinnert, C. (1992). Effects of first language on second language writing: Translation versus direct composition. 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