汉语拼音在英语语音中的迁移.docx
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汉语拼音在英语语音中的迁移.docx
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汉语拼音在英语语音中的迁移
TransferofChinesePinyininEnglishPronunciation
Abstract
IntheprocessoflearningEnglish,Chinesestudentshaveformedtheirownmothertonguesystem,especiallythepronunciationsystem.ThewaytheylearnthepronunciationwillaffectthelearningofEnglishphoneticsymbols.Thisistransfer.Basedonthetransfertheory,thispaperanalyzesthetransferphenomenonofBasedonthetransfertheory,thispaperanalyzesthephenomenonofthetransferfromChinesepinyintoEnglishphonetics.TheresearchshowsthatalthoughChinesepinyinplaysapositivetransferroleinprimaryschoolstudents’masteryofEnglishphonetics,itoftenplaysanegativetransferrole.Thispaperisdevotedtothestudyandanalysisoflanguagetransferphenomenon,ChinesepinyinonEnglishphoneticsthroughliteratureresearch,comparativeresearch,analysisandinduction,andputforwardeffectivemeasurestoavoidthenegativetransferofChinesepinyininEnglishphonetics,anddevelopmentstrategiestoovercomethiseffect.
Keywords:
Chinesepinyin,Englishphonetics,negativetransfer,strategy
汉语拼音在英语语音中的迁移
摘要
当中国学生在学习英语的时候,他们已经形成了一套完整的母语系统,尤其是发音系统。
多数中国学生在学习英语前已经学了拼音--汉语的标准发音,因此,当中国学生在学习英语国际音标时,所习得的发音方式在一定程度上会影响英语音标的学习,这就是迁移。
本文将以二语习得的迁移理论作为理论依据,对汉语拼音对中国小学生学习英语语音造成的负迁移进行了分析,研究表明尽管汉语拼音对小学生掌握英语语音起到了一些正迁移的作用,但很多时候起到的是负迁移的作用。
本文采用的方法有文献研究法、比较研究法、分析归纳法,文章分析了汉语拼音对英语语音的语言迁移现象,最后提出了有效规避汉语拼音在英语语音中负迁移的措施和提出克服这种影响的应对策略。
关键词:
汉语拼音;英语语音;负迁移;策略
Contents
AbstractⅠ
摘要Ⅱ
Introduction1
1LanguageTransferinSecondLanguageAcquisition3
1.1WhatisLanguageTransfer?
3
1.2TypesofLanguageTransfer4
1.2.1PositiveTransfer4
1.2.2NegativeTransfer4
1.3TheSecondLanguageAcquisitionTheory 5
2ChinesePinyinandEnglishPhoneticSymbols7
2.1ChinesePinyin7
2.2EnglishPhoneticSymbols7
2.3RelationshipbetweenChinesePinyin andEnglishPhoneticSymbols8
3PositiveandNegativeTransferofPinyin9
3.1PositiveTransferofChinesePinyininEnglishPronunciation9
3.1.1FromSimilaritiesbetweenChineseFinalsandEnglishVowels9
3.1.2FromSimilaritiesbetweenChineseFinalsandEnglishVowels10
3.2NegativeTransferofChinesePinyininEnglishPronunciation11
3.2.1InEnglishVowels11
3.2.2InEnglishConsonants12
4ImplicationsforEnglishPronunciationTeaching14
4.1AvoidingtheNegativeTransferofChinesePinyin14
4.2MakingGoodUseofPositiveTransferofChinesePinyin15
4.3ExploringNewIdeasinEnglishPronunciationTeaching16
Conclusion17
References18
Acknowledgments19
Introduction
Languagetransferisoneofthemostimportantfactorsaffectingsecondlanguageacquisition.Thispapermainlydiscussesthelatter--basictransfer,whichreferstotheinfluenceofNLofthelearner'smothertongueonTLofthetargetlanguage,thatis,theinfluenceofmothertongueonsecondlanguageacquisition.(Odlin,1898)
Thefactorsaffectingmigrationincludelinguisticfactorsincludingnon-linguisticfactors,includinganemotionalfactor.AccordingtoStephenKrashen,thesuccessoflanguagelearningcannotbeexplainedbythefactoroflanguageinputalone.Oneexplanationforlearners’differencesisthedifferenceintheamountofcomprehensiblelanguageinputreceivedbylearners.Theotheristhatthelearner’semotionsareatwork.Itincludeslearningpurpose,learningmotivation,self-confidence,anxietyandsoon.StephenKrashencallsitthe“affectivefilter”factor.(Krashen,1983)
Intheprocessoflanguageacquisition,ifthe“affectivefilter”isreduced,andthelanguageinputisunderstandable,itcansmoothlyenterthelanguageacquisitionmechanism,thusproducingpositivemigration.Ifthe“affectivefilter”istoostrong,itwillformabarrierinthebrain,andthelanguageinputwillbeblocked,unabletoenterthelanguageacquisitionmechanism.Asaresult,languageacquisitioncannotbeproduced,whichisnegativetransfer.(左丽芳,2007)Accordingtobehaviorists,oldhabitsaffectnewones,soforsecondlanguagelearners,Li(李佳,2004)thoughtthatthenativelanguageembeddedinthebraininterfereswithsuccessfulsecondlanguageacquisition.Whentherulesofthelearner’smothertonguearedifferentfromthetargetlanguage,theirmothertonguewillinterferewiththesecondlanguagelearning.Therefore,ingeneral,comparedwithpositivetransfer,themothertongueismorepronetonegativetransferinforeignlanguagelearning,especiallyinpronunciation.(周考成,2002)
WiththedevelopmentofEnglishteachingatayoungerage,theproblemofEnglishpronunciationteachinginschoolhasbeenpaidmoreandmoreattention.However,therearefewresearchesonnegativetransferofChinesepinyininChina,especiallyonthetransferofprimaryEnglishpronunciationteaching.Forexample,DuandWu(杜凤兰,吴艳萍,2010)proposedthatonthebasisofthecomparativestudyoflanguagetransferandmothertonguetransfer,anytheoryofsecondlanguageacquisitioncurrentlyproposedinChinaisincompletewithoutadescriptionoflanguagetransfer.
Therefore,Shi(石锋,2003)proposedthatalthoughtherearemanyfactorsaffectingsecondlanguageacquisition,mothertonguetransferplaysanimportantroleinit.Ingeneral,mothertonguecanproducenegativetransferaswellaspositivetransfer.Accordingtotheprinciplesandmethodsofcomparativelinguistics,teacherscanusevividandflexiblemeanstohighlightthedifferencesbetweenChinesepinyinandEnglishpronunciationsymbols,andstopthenegativetransferofChinesepinyintoEnglishpronunciationsymbols,soastominimizethenegativetransfer.(吴利琴,2003)
Thispaperisdividedintofiveparts.TheintroductionintroducesindetailtheproblemsexistinginthecurrentEnglishphoneticsteachinginChina’sprimaryschools,theimportanceoftheresearch,thesignificanceandtheframeworkofthepaper.Thefirstpartisliteraturereview.Thispartisacomprehensiveoverviewoflanguagetransfertheory.ThesecondpartanalyzestheinfluenceofthetransferofChinesepinyinonthelearningofEnglishphonetics,anddiscussesthepositiveandnegativetransferofChinesepinyintoEnglishphonetics,soastoprovideabasisforthediscussiononhowtoimprovetheclassroomteachingeffectbyusingthepositivetransferofChinesepinyinwhileavoidingtheoccurrenceofnegativetransfer.Thefourthpartistheanalysisofresearchresults.Thefifthpartistheconclusion.
1LanguageTransferinSecondLanguageAcquisition
Thischaptermainlyintroducesthephenomenonandtypesoflanguagetransferinsecondlanguageacquisition,andthengivesanoverviewofthetheoryofsecondlanguageacquisition.
1.1WhatisLanguageTransfer?
Transferisalsoreferredtoascross-linguisticinfluence,whichisakeyelementtopromotetheformationofinterlanguageofsecondlanguagelearners.Theresearchonthephenomenonofthenativelanguagetransferisalwaysoneofthehottopicsstudiesbysecondlanguagescholars.However,thereexistedmuchdisputesbetweenlinguists.Somelinguistsdisapprovedtheexistingoflanguagetransferandsomefeltuncertainaboutitssignificance.Buttherearestilllinguistswhosupporttheideaoflanguagetransferandhavetreateditasthemaininfluencefactorsofsecondlanguageacquisition.(Odlin,l989)
Thisconceptisknownastheinfluenceofalearner'snativelanguage,probablyanyotherformerlylearnedlanguage,ontheirlearningofasecondlanguage(Odlin,1989).AccordingtoGass,languagetransferisatermthatwasusedwidelyduringthefirsthalfofthecenturyandisknownasthepsychologicalprocessinwhichpreviousknowledgeisusedinadifferentlearningcircumstance(Gass,1996).Onthebasisoftheresearchonthelanguagetransfer,Odlingivesanotherconciseandaccuratedefinitionoftransfer:
“Transferistheinfluencecausedbysimilaritiesanddifferencesbetweenthetargetlanguageandanyotherlanguagethathasbeenformerly(andmaybeinaccurately)learned.”ButOdlinalsostatedthatifthereisnoproperdefinitionoflanguage,itisdifficulttoofferanaccurateandprecisedefinitionoftransfer(Odlin,l989).
1.2TypesofLanguageTransfer
Seenfromtheresult,transfercanbedividedintotwokinds:
positivetransferandnegativetransfer.Bothtypesoftransferareknownastheautomaticandsubconsciousapplicationofoldactionindifferentlearningenvironment.Onthebasisoftheinformation,“languagetransfercanexplainmostoftheerrorsfoundinthewritingofsecondlanguagelearner.”(Ringborn,1987)
1.2.1PositiveTransfer
Positivetransferreferstothesimilaritiesbetweennativelanguageandtargetlanguagewillpromotethesecondlanguagelearningprocess.Whenthetwolanguagetaskshavesomethingincommon,thelearner'sknowledgeofhisnativelanguagewillactivelyaidthestudyingofnewknowledgeofthetargetlanguagebypositivetransfer.Ithappenedwhenthelearningtaskofthetwolanguagesisthesameandcanbeappliedineveryleveloflanguagelearning.Similaritiesinlexicalandsyntacticalaspectsbetweenmothertongueandtargetlanguagecandecreasethetimerequiredtolearnanewlanguage.Forinstance,EnglishandFrenchhavelotsofwordsincommonandtheyarebothpartoftheIndo-Europeanlanguagesystem.Asaresult,itismucheasierfortheFrenchnativespeakerstolearnEnglishthantolearnJapanese,becauseJapaneseandFrenchbelongtotwocompletelydifferentlanguagesystems.Somelanguageshavesimilarsyntacticalconstructions,whichcanalsobenefitthelearningofgrammar.(Odlin,1989)Forexample,ChineseandEnglishhavealmostthesamewordorderinsimpledeclarativesentence(SVOstructure).SoitisanadvantageforChinesestudentstolearnEnglishinthisaspect.Dependingontheirmothertongue,speakers
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