【作者】 张丽；

【导师】 曲晶；

【作者基本信息】 吉林大学 ， 外国语言学及应用语言学， 2006， 硕士

【摘要】 语言迁移一直是应用语言学,二语习得和语言研究的一个中心问题(Odlin, 1989)。从20世纪60年代兴起至今半个多世纪的时间内,语言迁移理论经历了兴盛、衰落、再次崛起这样一个曲折反复的过程。今天,语言学家对语言迁移有了更全面、完整的认识:迁移就是第二语言或外语学习者使用本族语言知识的一种认知手段。只有当学习者目标语的知识不足并需要弥补时,或者当他们相信可以用本族语来推测目标语特征时,学习者才会选择迁移。(Kellerman, 1987:119)英语和汉语同为源远流长的语言,都有着丰富的词汇文化。然而,一直以来词汇文化内涵的学习在英语学习中都是容易被忽略的一部分。英语学习者甚至英语教师只是把精力放在扩大词汇量上而忽略了词汇文化内涵的学习。殊不知由于不同的信仰、世界观、历史、环境等原因,英语和汉语的词汇存在巨大文化差异。因此,在英语学习过程中,中国学习者由于缺乏对英语国家文化背景的了解,不可避免将汉语的词汇文化内涵迁移到英语词汇中去,一些语用错误就会产生。随着中西文化交流的不断深入,人们已经认识到词汇的深刻文化内涵已成为二语学习及跨文化交际的一个障碍。因此,研究词汇文化内涵迁移对英语学习的影响有一定的现实意义。本文共分为六章。第一章主要讨论了在英语学习中中国学习者遇到的词汇文化内涵迁移的问题,从而论证了本篇论文的必要性。第二章首先对“语言迁移”、“文化迁移”、“词汇文化内涵”等基本词汇进行了定义,然后回顾了语言迁移这一理论的发展历程。第三章首先以对比分析为理论基础,从表层文化和深层文化两方面对英汉词汇文化内涵进行了对比研究;然后以Kellerman的心理类型标记理论为依据,推测了中国学习者在更多还原

【Abstract】 Language transfer is the central issue in applied linguistics, second language acquisition and language learning (Odlin, 1989). Since its appearance in the 1960s, with the change of the major theory in second language acquisition, the theory of language transfer has also experienced ups and downs. Nowadays, the more comprehensive understanding towards this term has been made by linguistics: Transfer is learners’cognitive strategy to use their L1 as a resource in L2 learning. It occurs only when L2 learners do not have sufficient acquired knowledge of the target language for their purpose or they believe L1 can help them to infer the L2 features. (Kellerman, 1987:119)English and Chinese, as languages with a long history, both have treasured lexical cultures. However, the learning of cultural connotation of vocabulary is always the neglected part in second language acquisition. Learners, even teachers spend a lot of time and energy on grammar or the enlargement of vocabulary, but they seldom combine word learning with the cultural background of the target language. So, the English that Chinese learners produce is sometimes the English form with Chinese way of thinking. Therefore, the study on cultural connotation’s transfer of vocabulary is of great significance.This thesis consists of six chapters. Chapter One discusses the transferred problems that Chinese learners encounter when learning English, which indicates the necessity of this thesis. Chapter Two first defines some basic terms in the thesis, and then discusses the developmental course transfer theory experienced. Based on contrastive analysis and Kellerman’s Psychotypoligical更多还原