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1、TheInfluenceofTheNegativeTransferofChineseonEnglishVocabularyStudyI.IntroductionSecondLanguageAcquisition(SLA)isaverycomplexprocess.Thefactorswhichinfluencetherateandlevelofachievementofthesecondlanguagearevarious,suchasage,motivation,personalities,languageaptitude,cognitivepro
2、cess,etc.However,themothertongueplaysaveryimportantpartinit,foritalwaysfunctionsintheprocessofSecondLanguageAcquisition,especiallyinnon-naturalisticlearningsurroundings.IntheelementarystageofSecondLanguageAcquisition,languagelearnerssimplyusetheknowledgeofthemothertongueforrefe
3、rence.AsRodEllis(Ellis,1999:37-38)hassuggested,makinguseofthemothertongueembodiesacommonpsychologicalprocess,thatis,learnershavetodependonwhattheyhavelearntintheirmothertonguetohelpthemunderstandtheknowledgeofanewlanguage.Thetransferofthemothertonguereferstotheinfluencethatthel
4、earner’smothertongueexertsovertheacquisitionofthesecondlanguage.Thetransfertheorybelievesthat,ifthehabitsofthemothertonguearesupposedtohelptoformanddevelopthehabitsofthetargetlanguage(thesecondlanguage),ormoreconcretelytosay,ifthemothertonguepossessescertainsimilarortotallyiden
5、ticalcharacteristicsasthetargetlanguage,themothertonguewillfacilitatethelearningofthetargetlanguage.Thiseffectisknownaspositivetransfer.Ontheotherhand,ifthehabitsofthemothertonguearesupposedtopreventthelearnerfromlearningthehabitsofthetargetlanguage,thatis,thelearnerhastototall
6、ydependonthelanguagerulesofthemothertonguetolearnthetargetlanguage,theproblemsofthenegativetransferarises.11Inmostofthewesterncountries,languagelearnerslearntheirsecondlanguagesthathavethesameoriginastheirmothertongue.Similarculturalbackgroundandlanguagecharacteristicsmakethepo
7、sitivetransferappearmoreoftenthanthenegativetransferinthelearningprocess.Nevertheless,theforeignlanguagethatChinesestudentsmainlylearnintheschoolisEnglish.ComparedwithChinese,itcomesfromadifferentlanguagefamily.Itsdifferentculturaltraditionandlanguagecharacteristics(includingpr
8、onunciation,vocabularyandgrammaticalsystem)makeourChin
