汉语负迁移对中学生英语词义学习的影响及教学对策研究
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摘要
迁移理论认为，在母语和外语有差别的地方，学习者的母语知识会干扰外语；而在母语和外语有相似之处，母语则会对外语学习起积极的帮助作用。即在两种语言相似之处，迁移起正面作用，而在有差别的地方，迁移起负面作用。母语迁移是外语习得中无法避免的现象。
目前在我国除少数几个大城市有较好的英语学习语言环境外，绝大部分地方的中学生是在汉语环境下来学习英语的，除了学校课堂那有限的学习时间外，他们几乎没有机会也没有环境去使用英语进行交流。在英语学习中，一方面由于汉语与英语在语言结构，中国文化与英语国家文化之间存在着巨大的差异；另一方面由于中学生在开始学习英语时，他们已经掌握了系统的汉语知识，其汉语思维已根深蒂固。这就使中学生在学习英语语音、词汇和语法知识等方面不可避免地要受到母语的影响。
由于英语词汇量大，表达方式灵活，习惯用法多。在汉语对英语的负迁移中，词汇的干扰是最主要的，它直接影响了我们信息传递的准确性。可以说，语音、语法受到的汉语迁移在很多方面都可以归纳到词汇词义学习的迁移上。鉴于此点，论文选取了研究汉语负迁移对英语词汇词义学习的影响。
论文首先在理论上阐述了语言迁移的本质和产生的条件及因素。接着运用问卷调查和访谈的科研方法揭示出在现阶段的英语词汇词义教学和学习中，教师和学生对汉语所寄予的依赖作用。为探讨出导致产生中学生在词义学习的汉语负迁移的原因之所在，论文力求从概念意义，内涵意义、搭配意义和成语搭配意义等方面，对英汉词汇进行一个详尽的对比分析。从分析对比中论文得出在概念意义上，绝大部分英汉词汇是不对等，往往呈现复杂的关系，教师教授英语词汇时要打破学生寻找中文对应词的幻想。在内涵意义上，由于它是受民族文化所制约的一种词汇附加意义，所以，一种特定的说法和名称只有在与其相匹配的文化意识中才可畅通无阻地表达意义，不了解词汇的内涵意义会给跨文化交际带来困难。在搭配意义上，由于其是一种必须与别的意义搭配在一起产生的意义，故汉英词汇的搭配意义不是搭配词组中各个词项意义的简单对
厂、硕士学住论文
w MASTER’S ThESIS
一
应。在成语的搭配意义上，由于英语强调的是语言的特殊用法，汉语强调出处
和定型。两者有同有异，不能简单对应。
在全面对比分析了汉语负迁移对英语词汇意义学习的影响的主要表现后，
论文进一步对在教学中防止汉语负迁移的策略进行了深入地探讨。首先提出了
在宏观上进行词汇教学时，教师应以四个基本原则，即情境性原则、音、形、
义相结合原则、词不离句原则和鼓励性原则为词汇教学的出发点。接着从微观
上进一步探讨了如何避免汉语负迁移对词汇词义学习的影响，并通过结合实
例，用具体的教学实践来呈现具体的词汇教学方法，以此来说明只要教师认清
英汉词汇的不对应关系和导致产生汉语负迁移的原因，汉语负迁移对英语词汇
学习的影响是可以在教学中避兔的。
在探讨了避免汉语负迁移的原则和具体的教学方法后，本文还根据迁移的
理论，阐述了教师还可以通过创造环境，发挥语言正迁移的作用来促进英语词
汇学习。
总之，对于英语教学工作者来说，为了更好地帮助学生学习和运用好英语
词汇，依据迁移理论，探索和了解学生的学习过程中汉语语言心理影响的因素，
并制定相应的教学策略是非常必要的。
According to the language transfer theory, it is assumed that where there are differences between the native language and foreign language, the learner's native language knowledge will interfere with the foreign language, and where the native language and foreign language are similar, the native language will actively aid foreign language learning, that is, in the case of similarities between the native language and foreign language, the transfer functions positively, while in the case of differences, it functions negatively. Native language transfer can't be avoided in the foreign language learning.
At present in China, A majority of the high school students are learning English in a kind of environment full of Chinese factors. They have neither chances nor surroundings to communicate in English with each other except in their class. In the process of learning English, Chinese has negative influences in the study of English word meanings, partly because there are many differences both in language form and culture between China and English-speaking countries, and partly because before the Chinese students began to learn English, they had mastered a plenty of Chinese words, which the students like to lean on, for it can help them freely express their thoughts and ideas.
To start with, the thesis expounds the essence of language transfer and then the factors and elements of its development in theory. Then, by using the scientific research methods of questionnaire and inquiry, the thesis tries to find out how much the English teaching and learning relies on the Chinese meanings aid. In terms of conceptual meaning, connotative meaning, collocative meaning and idioms meaning, the thesis draws an elaborate contrastive study between the English word meanings and their Chinese explanations. As for the conceptual meaning, the English words and their Chinese meaning explanations are not only unreciprocal, but also complicated. There is no exactly reciprocal Chinese explanations for the
English vocabulary. On teaching the connotative meaning of English vocabulary, as it is a kind of additional meaning conditioned by the ethnic culture, a certain expression and name has its meaning only when it matches with the culture consciousness, not knowing the connotative meaning will bring trouble to the cross-culture communication. On the collocative meaning, because it is a kind of meaning connected with the meaning of other words, the collocative meaning can not be understood by correspondence of single English word and its Chinese explanation. On the meaning of the idiom as the English idioms emphasize their special usages while the Chinese set phrases (usually composed of four characters) emphasize their sources and patterns. They both have similarity and difference, and can't be learned by simply match.
After a documentation of the influence of Chinese negative transfer on English vocabulary study, a large space of the thesis is devoted to discussing the strategies of how to prevent the influence of Chinese negative transfer on English word meanings study. First the thesis presents four basic principles of how to teach English word meanings: situation principle; the principle of combining pronunciation and form with meanings; the principle of teaching words in context and encouragement principle. In order to make it clear that the influence of Chinese negative transfer can be greatly lowered in the process of English vocabulary teaching, the thesis presents four concrete teaching methods in details meanwhile. The thesis also points out that transfer can function positively, the teacher can teach English vocabulary through
creating language environment and by making full use of positive transfer.
目前在我国除少数几个大城市有较好的英语学习语言环境外，绝大部分地方的中学生是在汉语环境下来学习英语的，除了学校课堂那有限的学习时间外，他们几乎没有机会也没有环境去使用英语进行交流。在英语学习中，一方面由于汉语与英语在语言结构，中国文化与英语国家文化之间存在着巨大的差异；另一方面由于中学生在开始学习英语时，他们已经掌握了系统的汉语知识，其汉语思维已根深蒂固。这就使中学生在学习英语语音、词汇和语法知识等方面不可避免地要受到母语的影响。
由于英语词汇量大，表达方式灵活，习惯用法多。在汉语对英语的负迁移中，词汇的干扰是最主要的，它直接影响了我们信息传递的准确性。可以说，语音、语法受到的汉语迁移在很多方面都可以归纳到词汇词义学习的迁移上。鉴于此点，论文选取了研究汉语负迁移对英语词汇词义学习的影响。
论文首先在理论上阐述了语言迁移的本质和产生的条件及因素。接着运用问卷调查和访谈的科研方法揭示出在现阶段的英语词汇词义教学和学习中，教师和学生对汉语所寄予的依赖作用。为探讨出导致产生中学生在词义学习的汉语负迁移的原因之所在，论文力求从概念意义，内涵意义、搭配意义和成语搭配意义等方面，对英汉词汇进行一个详尽的对比分析。从分析对比中论文得出在概念意义上，绝大部分英汉词汇是不对等，往往呈现复杂的关系，教师教授英语词汇时要打破学生寻找中文对应词的幻想。在内涵意义上，由于它是受民族文化所制约的一种词汇附加意义，所以，一种特定的说法和名称只有在与其相匹配的文化意识中才可畅通无阻地表达意义，不了解词汇的内涵意义会给跨文化交际带来困难。在搭配意义上，由于其是一种必须与别的意义搭配在一起产生的意义，故汉英词汇的搭配意义不是搭配词组中各个词项意义的简单对
厂、硕士学住论文
w MASTER’S ThESIS
一
应。在成语的搭配意义上，由于英语强调的是语言的特殊用法，汉语强调出处
和定型。两者有同有异，不能简单对应。
在全面对比分析了汉语负迁移对英语词汇意义学习的影响的主要表现后，
论文进一步对在教学中防止汉语负迁移的策略进行了深入地探讨。首先提出了
在宏观上进行词汇教学时，教师应以四个基本原则，即情境性原则、音、形、
义相结合原则、词不离句原则和鼓励性原则为词汇教学的出发点。接着从微观
上进一步探讨了如何避免汉语负迁移对词汇词义学习的影响，并通过结合实
例，用具体的教学实践来呈现具体的词汇教学方法，以此来说明只要教师认清
英汉词汇的不对应关系和导致产生汉语负迁移的原因，汉语负迁移对英语词汇
学习的影响是可以在教学中避兔的。
在探讨了避免汉语负迁移的原则和具体的教学方法后，本文还根据迁移的
理论，阐述了教师还可以通过创造环境，发挥语言正迁移的作用来促进英语词
汇学习。
总之，对于英语教学工作者来说，为了更好地帮助学生学习和运用好英语
词汇，依据迁移理论，探索和了解学生的学习过程中汉语语言心理影响的因素，
并制定相应的教学策略是非常必要的。
According to the language transfer theory, it is assumed that where there are differences between the native language and foreign language, the learner's native language knowledge will interfere with the foreign language, and where the native language and foreign language are similar, the native language will actively aid foreign language learning, that is, in the case of similarities between the native language and foreign language, the transfer functions positively, while in the case of differences, it functions negatively. Native language transfer can't be avoided in the foreign language learning.
At present in China, A majority of the high school students are learning English in a kind of environment full of Chinese factors. They have neither chances nor surroundings to communicate in English with each other except in their class. In the process of learning English, Chinese has negative influences in the study of English word meanings, partly because there are many differences both in language form and culture between China and English-speaking countries, and partly because before the Chinese students began to learn English, they had mastered a plenty of Chinese words, which the students like to lean on, for it can help them freely express their thoughts and ideas.
To start with, the thesis expounds the essence of language transfer and then the factors and elements of its development in theory. Then, by using the scientific research methods of questionnaire and inquiry, the thesis tries to find out how much the English teaching and learning relies on the Chinese meanings aid. In terms of conceptual meaning, connotative meaning, collocative meaning and idioms meaning, the thesis draws an elaborate contrastive study between the English word meanings and their Chinese explanations. As for the conceptual meaning, the English words and their Chinese meaning explanations are not only unreciprocal, but also complicated. There is no exactly reciprocal Chinese explanations for the
English vocabulary. On teaching the connotative meaning of English vocabulary, as it is a kind of additional meaning conditioned by the ethnic culture, a certain expression and name has its meaning only when it matches with the culture consciousness, not knowing the connotative meaning will bring trouble to the cross-culture communication. On the collocative meaning, because it is a kind of meaning connected with the meaning of other words, the collocative meaning can not be understood by correspondence of single English word and its Chinese explanation. On the meaning of the idiom as the English idioms emphasize their special usages while the Chinese set phrases (usually composed of four characters) emphasize their sources and patterns. They both have similarity and difference, and can't be learned by simply match.
After a documentation of the influence of Chinese negative transfer on English vocabulary study, a large space of the thesis is devoted to discussing the strategies of how to prevent the influence of Chinese negative transfer on English word meanings study. First the thesis presents four basic principles of how to teach English word meanings: situation principle; the principle of combining pronunciation and form with meanings; the principle of teaching words in context and encouragement principle. In order to make it clear that the influence of Chinese negative transfer can be greatly lowered in the process of English vocabulary teaching, the thesis presents four concrete teaching methods in details meanwhile. The thesis also points out that transfer can function positively, the teacher can teach English vocabulary through
creating language environment and by making full use of positive transfer.
引文
Ellis, Rod. Second Language Acquisitian [M]. 上海：上海外语教育出版社，2000.
Longman Dictionary Of Contempary English. London: Longman Group limited, 1978.
Nattinger, James R. and Jeanette S. DeCarrico Lexical Phrases and Language Teaching [M]. 上海：上海外语教育出版社，2000.
Paulston. C Teaching English as a Second Language: Techniques and Procedures [M]. Massachusetter: Winthrop Publishers, 1976.
Stern. Issues and Options in Language Teaching [M]. Oxford: Oxford University Press, 1992.
Travers, Robert M. W. Essentials of Learning [M]. New York: Macmillan Publshng Co. Inc, 1977.
陈素燕．英语学习中的语间迁移现象[J]．基础教育外语教学研究，2002(12)：29—32．
陈文伯．汉语成语与英语成语[M]．北京：外语教学与研究出版社，1982．
杜微．习语言 悉文化[J]．中小学英语活页文选，2002(14)27—28．
高远．对比分析与错误分析[M]．北京：北京航空航天大学出版社，2002．
龚正民，陈矩．现代英语教学理论与实践[M]．武汉：湖北教育出版社，1990．
郝兴跃．论外语/二语习得中的错误分析[J]．山东外语教学，2003(1)：44—47．
华先发．新实用英译汉教程[Z]．武汉：湖北教育出版社，2000．
寮菲．第二语言习得中母语迁移现象分析[J]．外语教学与研究，1998(2)：60．
李宋昊．初中英语词汇教学的几条原则[J]．中小学英语教学与研究，2002．(9)：25-28．
林承璋．英语词汇学引论[M]，武汉：武汉大学出版社，1997．
刘洪．试论汉语对我国中学生英语词汇学习的干扰[J]．中小学英语教学与研究，2002(2)：13-15．
陆国强．现代英语词汇学[M]．上海：上海外语教育出版社，1983．
吕叔湘．汉语语法分析问题[M]．北京：商务印书馆，1979．
聂守祥，王俊玲 从同化理论看英语教学中汉语的科学利用[J]．基础教育外语教学研究，2002(9)：40—41．
邵瑞珍主编．教育心理学[M] 上海：上海教育出版社，1988．
宋广文，于国妮．中国学生英语学习中迁移现象研究[J/OL]．WWW.pep.com.cn.
苏留华．母华迁移对第二语言学习的影响[J]．北京第二外国语学院学报，2000(4)：47．
汤红娟．普通话对英语语音的迁移作用[J]．基础教育外语教学研究，2002(9)：29—32．
王松美，林继玲．英语教育与素质教育[M]．北京：中华工商联合出版社，1999．
汪庆华．关于我国大学生英语词汇量的初步探讨[J]．外语界，1998(2)：23-27．
杨小微，刘卫华主编．教育研究的理论与方法[M]．武汉：湖北教育出版社，2000．
余德敏．探索英语词汇教学[J]．中小学英语教学与研究，2002(1)：12-16．
赵小沛．英语词汇教学探讨[J]．基础教育外语教学与研究，2002(10)：14-16．
中华人民共和国教育部制订．全日制义务教育、普通高级中学英语课程标准(实验稿)[M]．北京：北京师范大学出版社，2001．
Longman Dictionary Of Contempary English. London: Longman Group limited, 1978.
Nattinger, James R. and Jeanette S. DeCarrico Lexical Phrases and Language Teaching [M]. 上海：上海外语教育出版社，2000.
Paulston. C Teaching English as a Second Language: Techniques and Procedures [M]. Massachusetter: Winthrop Publishers, 1976.
Stern. Issues and Options in Language Teaching [M]. Oxford: Oxford University Press, 1992.
Travers, Robert M. W. Essentials of Learning [M]. New York: Macmillan Publshng Co. Inc, 1977.
陈素燕．英语学习中的语间迁移现象[J]．基础教育外语教学研究，2002(12)：29—32．
陈文伯．汉语成语与英语成语[M]．北京：外语教学与研究出版社，1982．
杜微．习语言 悉文化[J]．中小学英语活页文选，2002(14)27—28．
高远．对比分析与错误分析[M]．北京：北京航空航天大学出版社，2002．
龚正民，陈矩．现代英语教学理论与实践[M]．武汉：湖北教育出版社，1990．
郝兴跃．论外语/二语习得中的错误分析[J]．山东外语教学，2003(1)：44—47．
华先发．新实用英译汉教程[Z]．武汉：湖北教育出版社，2000．
寮菲．第二语言习得中母语迁移现象分析[J]．外语教学与研究，1998(2)：60．
李宋昊．初中英语词汇教学的几条原则[J]．中小学英语教学与研究，2002．(9)：25-28．
林承璋．英语词汇学引论[M]，武汉：武汉大学出版社，1997．
刘洪．试论汉语对我国中学生英语词汇学习的干扰[J]．中小学英语教学与研究，2002(2)：13-15．
陆国强．现代英语词汇学[M]．上海：上海外语教育出版社，1983．
吕叔湘．汉语语法分析问题[M]．北京：商务印书馆，1979．
聂守祥，王俊玲 从同化理论看英语教学中汉语的科学利用[J]．基础教育外语教学研究，2002(9)：40—41．
邵瑞珍主编．教育心理学[M] 上海：上海教育出版社，1988．
宋广文，于国妮．中国学生英语学习中迁移现象研究[J/OL]．WWW.pep.com.cn.
苏留华．母华迁移对第二语言学习的影响[J]．北京第二外国语学院学报，2000(4)：47．
汤红娟．普通话对英语语音的迁移作用[J]．基础教育外语教学研究，2002(9)：29—32．
王松美，林继玲．英语教育与素质教育[M]．北京：中华工商联合出版社，1999．
汪庆华．关于我国大学生英语词汇量的初步探讨[J]．外语界，1998(2)：23-27．
杨小微，刘卫华主编．教育研究的理论与方法[M]．武汉：湖北教育出版社，2000．
余德敏．探索英语词汇教学[J]．中小学英语教学与研究，2002(1)：12-16．
赵小沛．英语词汇教学探讨[J]．基础教育外语教学与研究，2002(10)：14-16．
中华人民共和国教育部制订．全日制义务教育、普通高级中学英语课程标准(实验稿)[M]．北京：北京师范大学出版社，2001．
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