【作者】 丁萌；

【导师】 申娜娜；

【作者基本信息】 郑州大学 ， 英语语言文学， 2005， 硕士

【摘要】 至少一个世纪以来语言迁移一直是应用语言学,二语习得和语言研究的中心问题(俞理明,2004)。作为语言迁移研究的核心问题,母语对第二语言学习的影响这一问题尚存争议,很多问题仍亟待解决。以前的研究主要着眼于目的语的输出结果,研究者倾向于视母语为二语学习的主要障碍,母语影响被认定为“非正即负”。最近二十年来,一些研究者把着眼点转向了母语输出的过程,但是在这一新视野中的研究相对较少,得出的结论也不一致。本项研究是通过考察汉语在大学生英语写作过程中的作用来说明母语在二语学习中的影响。因此,本项研究尝试回答以下问题: 第一,本次实验中学生英语写作过程的总体情况是怎样的?母语参与量与学生英语水平有什么关系? 第二,母语参与量与学生作文质量有何关系? 第三,在写作过程中母语的参与是否不可避免,为什么? 第四,母语在二语学习中的影响到底是怎样的?是“非正即负”吗? 最终参与此次实验的学生来自郑州大学升达学院外语系的四个年级,每年级三名。这次实验采用“有声思维”的方法来记录学生写作的全部思维过程。对有声思维报告的分析和整个实验的观察结果显示母语的参与是不可避免的,其影响是动态的,母语在不同的思维活动中有不同的作用:在内容构思和结构安排以及整体控制方面起到积极的作用,而在目的语输出中特别是遣词造句方面的作用是消极的。总体来说,它主要起到宏观控制和中介的作用,相当于文秋芳老师提出的学习策略中的管理策略。根据认知科学中的联通理论,在已获得知识中寻求联系是大脑的特性,母语的作用不可避免,而且母语影响也是一个过程而不是结果,不仅仅是一种干扰或者对本族语的依赖(俞理明,2004)。母语影响不是一种机械的迁移,语言习得实际是复杂的认知过程。既然如此,说母语本身有正面或负面影响是有失偏颇的。关键是要搞清楚母语在什么情况下起积极作用,什么情况下起消极作用。 研究者认为在此研究领域,我们更应该结合中国的英语学习者的具体情况,将国外较为先进的理论以及研究方法应用到中国的语言学习研究中。本次研究从中国英语学习者的具体情况出发,希望能从理论上丰富二语习得理论,从实践上使语言学习者和语言教师都正视母语的影响,发挥其积极作用,减少其消极影响。本次研究只是一更多还原

【Abstract】 Language transfer has been a central issue in applied linguistics, second langue acquisition, and language teaching for at least a century (Odlin, 2001). As the core of the study of language transfer, the influence of the mother tongue in second language acquisition has long been a controversial topic with many problems remaining unsolved. The previous study proved that the influence of the mother tongue on L2 learning is being "either negative or positive". During the recent 2 decades, attention has been shifted from the study with the focus on the results of L2 production to the process of L2 production. However, few researches have been conducted in this new perspective. The present writer has tried her hand to conduct a pilot investigation with a breakthrough of the influence of the mother tongue on the process of L2 production. The study is set to examine the influence of the mother tongue on Chinese students’ L2 learning with the empirical investigation of the writing process of the college students and help answer the question whether mother tongue is the facilitator or the obstacle in this process. To this end, the flowing issues are addressed:1. What is the general situation of the writing process of the subjects and what is therelation between the amount of the mother tongue use and the language proficiency of the learners?2. What is the relation between the amount of the mother tongue use and the quality ofthe compositions?3. Is the mother tongue irresistible and why?4. What kind of role dose mother tongue play in L2 learning? Being either positive ornegative?The participants involved in this study were 12 students (from 4 grades, 3 for each) from Foreign Language and Literature Department of Shengda College of Zhengzhou University. Think aloud method was adopted to record the process of the argumentation writing of the subjects to examine the influence of the mother tongue on L2 production. The analysis of the verbal protocol and observation of the experiment showed that the mother tongue influence is irresistible and dynamic in that it is positive mainly in the levelof content and structure organization and negative in the language output especially the words choosing and sentences building. The mother tongue mainly acts as the macro-control and the medium between the LI and the target language. The results are consistent with the PDP theory in cognitive science maintaining that human brain has the instinctive feature of searching for and establishing relationship among things. Moreover, mother tongue influence is a process rather than a result and it is not the mere interference or dependence on the LI (YU Liming, 2004). Therefore, the mother tongue is wronged to be regarded as the major obstacle of L2 learning. The key point is that it should be make clear under what condition it functions positively and in what cases it is negative.It is hoped that the present research can make some contributions, if any, to the theoretical development of the corresponding field and give some inspiration to the language teachers in making the most of the mother tongue influence with an appropriate and objective attitude toward it rather than the mere ignorance of it. Meanwhile, they should guide the learners to minimize the negative influence of the mother tongue in L2 learning.The present writer maintains that more attention should be concentrated on the specific environment of the English learners in China. The advanced theories and research methods in SLA of the western counties could be adopted by the Chinese researchers and more empirical investigations and quantitative data are still demanding in this field. Based on the achievements of the previous investigators, the present writer will be very happy if her efforts can make the least bit of contributions in shedding light on the further researches.更多还原