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1、TheInfluenceofTheNegativeTransferofChineseonEnglishVocabularyStudyI.IntroductionSecondLanguageAcquisition(SLA)isaverycomplexprocess.Thefactorswhichinfluencetherateandlevelofachievementofthesecondlanguagearevarious,suchasage,motivation,personalities,languageaptitude,cognitiveprocess,etc.However,them
2、othertongueplaysaveryimportantpartinit,foritalwaysfunctionsintheprocessofSecondLanguageAcquisition,especiallyinnon-naturalisticlearningsurroundings.IntheelementarystageofSecondLanguageAcquisition,languagelearnerssimplyusetheknowledgeofthemothertongueforreference.AsRodEllis(Ellis,1999:37-38)hassugge
3、sted,makinguseofthemothertongueembodiesacommonpsychologicalprocess,thatis,learnershavetodependonwhattheyhavelearntintheirmothertonguetohelpthemunderstandtheknowledgeofanewlanguage.Thetransferofthemothertonguereferstotheinfluencethatthelearner’smothertongueexertsovertheacquisitionofthesecondlanguage
4、.Thetransfertheorybelievesthat,ifthehabitsofthemothertonguearesupposedtohelptoformanddevelopthehabitsofthetargetlanguage(thesecondlanguage),ormoreconcretelytosay,ifthemothertonguepossessescertainsimilarortotallyidenticalcharacteristicsasthetargetlanguage,themothertonguewillfacilitatethelearningofth
5、etargetlanguage.Thiseffectisknownaspositivetransfer.Ontheotherhand,ifthehabitsofthemothertonguearesupposedtopreventthelearnerfromlearningthehabitsofthetargetlanguage,thatis,thelearnerhastototallydependonthelanguagerulesofthemothertonguetolearnthetargetlanguage,theproblemsofthenegativetransferarises
6、.12Inmostofthewesterncountries,languagelearnerslearntheirsecondlanguagesthathavethesameoriginastheirmothertongue.Similarculturalbackgroundandlanguagecharacteristicsmakethepositivetransferappearmoreoftenthanthenegativetransferinthelearningprocess.Nevertheless,theforeignlanguagethatChinesestudentsmai
7、nlylearnintheschoolisEnglish.ComparedwithChinese,itcomesfromadifferentlanguagefamily.Itsdifferentculturaltraditionandlanguagecharacteristics(includingpronunciation,vocabularyandgrammaticalsystem)makeourChin
