本文關(guān)鍵詞： 二語習(xí)得 漢英對(duì)比 母語 正遷移 對(duì)外漢語教學(xué)　出處：《曲阜師范大學(xué)》2013年碩士論文　論文類型：學(xué)位論文

【摘要】：母語遷移研究一直是二語習(xí)得研究的一個(gè)重要領(lǐng)域，但目前研究普遍存在的問題是，雖然母語遷移的正負(fù)方向早已經(jīng)被研究者們提出來，但是研究的重心向來是母語的負(fù)遷移作用，而正遷移作用卻往往被忽視。實(shí)際上，任何語言之間都具有一定的共性，而這些共性為第二語言學(xué)習(xí)過程中母語產(chǎn)生正向遷移創(chuàng)造了條件。本文通過簡要回顧語言遷移現(xiàn)象的研究歷史，積極探索影響語言遷移的語言因素和非語言因素。語言因素包括語言的標(biāo)記性因素和語言距離。非語言因素包括學(xué)習(xí)者個(gè)人因素和語言的社會(huì)環(huán)境因素。同時(shí)，文章在還對(duì)比分析框架下，探討漢英兩種語言的共同點(diǎn)，通過大量的例證，從語音、詞匯、語法三個(gè)層面分析漢語習(xí)得過程中母語（英語）的正遷移現(xiàn)象。包括在發(fā)音方法、構(gòu)詞方法和基本句型等方面的遷移。在對(duì)外漢語教學(xué)中，教師應(yīng)當(dāng)充分利用漢英語言的共同點(diǎn)，引導(dǎo)母語（英語）的正向遷移。同時(shí)，教師還應(yīng)當(dāng)靈活運(yùn)用英語作為母語的正遷移作用在對(duì)外漢語教學(xué)中的策略，，降低漢語習(xí)得的門檻，從而增強(qiáng)學(xué)習(xí)者對(duì)漢語學(xué)習(xí)的信心。
[Abstract]:The study of mother tongue transfer has always been an important field in second language acquisition, but the common problem is that although the positive and negative direction of mother tongue transfer has been put forward by researchers. However, the focus of the study has always been the negative transfer of mother tongue, but the positive transfer is often ignored. In fact, any language has a certain degree of commonality. These generalities create conditions for the positive transfer of mother tongue in the process of second language learning. This paper briefly reviews the research history of the phenomenon of language transfer. We actively explore the linguistic and non-linguistic factors that affect language transfer. Linguistic factors include linguistic markers and language distance. Non-linguistic factors include learners' personal factors and social environmental factors. At the same time. Under the framework of contrastive analysis, this paper discusses the similarities between Chinese and English, through a large number of examples, from the pronunciation, vocabulary. This paper analyzes the positive transfer of mother tongue (English) in the process of Chinese acquisition from three aspects of grammar, including the transfer in pronunciation, word-formation and basic sentence patterns, and in teaching Chinese as a foreign language. Teachers should make full use of the common features of the Chinese and English languages to guide the positive transfer of their mother tongue (English). At the same time, teachers should also flexibly use the positive transfer of English as their mother tongue in the strategy of teaching Chinese as a foreign language. Lower the threshold of Chinese acquisition, thereby enhancing learners' confidence in Chinese learning.
【學(xué)位授予單位】：曲阜師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2013
【分類號(hào)】：H195.3

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本文編號(hào)：1458234