汉语拼音在英语语音中的迁移

1、北京理工大学珠海学院2020届本科生毕业论文Transfer of Chinese Pinyin in English PronunciationTransfer of Chinese Pinyin in English PronunciationAbstractIn the process of learning English, Chinese students have formed their own mother tongue system, especially the pronunciation system. The way they learn the pronunciati

2、on will affect the learning of English phonetic symbols. This is transfer. Based on the transfer theory, this paper analyzes the transfer phenomenon of Based on the transfer theory, this paper analyzes the phenomenon of the transfer from Chinese pinyin to English phonetics. The research shows that a

3、lthough Chinese pinyin plays a positive transfer role in primary school students mastery of English phonetics, it often plays a negative transfer role. This paper is devoted to the study and analysis of language transfer phenomenon, Chinese pinyin on English phonetics through literature research, co

4、mparative research, analysis and induction, and put forward effective measures to avoid the negative transfer of Chinese pinyin in English phonetics, and development strategies to overcome this effect.Keywords: Chinese pinyin, English phonetics, negative transfer, strategy 汉语拼音在英语语音中的迁移摘 要当中国学生在学习英语

5、的时候，他们已经形成了一套完整的母语系统，尤其是发音系统。多数中国学生在学习英语前已经学了拼音-汉语的标准发音，因此，当中国学生在学习英语国际音标时，所习得的发音方式在一定程度上会影响英语音标的学习，这就是迁移。本文将以二语习得的迁移理论作为理论依据，对汉语拼音对中国小学生学习英语语音造成的负迁移进行了分析，研究表明尽管汉语拼音对小学生掌握英语语音起到了一些正迁移的作用，但很多时候起到的是负迁移的作用。本文采用的方法有文献研究法、比较研究法、分析归纳法，文章分析了汉语拼音对英语语音的语言迁移现象，最后提出了有效规避汉语拼音在英语语音中负迁移的措施和提出克服这种影响的应对策略。关键词：汉语拼音；

6、英语语音；负迁移；策略IIContentsAbstract摘 要Introduction11 Language Transfer in Second Language Acquisition31.1 What is Language Transfer?31.2 Types of Language Transfer4 1.2.1 Positive Transfer4 1.2.2 Negative Transfer41.3 The Second Language Acquisition Theory52 Chinese Pinyin and English Phonetic Symbols72.1

7、 Chinese Pinyin72.2 English Phonetic Symbols72.3 Relationship between Chinese Pinyinand English Phonetic Symbols83 Positive and Negative Transfer of Pinyin93.1 Positive Transfer of Chinese Pinyin in English Pronunciation9 3.1.1 From Similarities between Chinese Finals and English Vowels93.1.2 From S

8、imilarities between Chinese Finals and English Vowels10 3.2 Negative Transfer of Chinese Pinyin in English Pronunciation113.2.1 In English Vowels113.2.2 In English Consonants124 Implications for English Pronunciation Teaching144.1 Avoiding the Negative Transfer of Chinese Pinyin144.2 Making Good Use

9、 of Positive Transfer of Chinese Pinyin154.3 Exploring New Ideas in English Pronunciation Teaching16Conclusion17References18Acknowledgments19IntroductionLanguage transfer is one of the most important factors affecting second language acquisition. This paper mainly discusses the latter - basic transf

10、er, which refers to the influence of NL of the learners mother tongue on TL of the target language, that is, the influence of mother tongue on second language acquisition. (Odlin, 1898)The factors affecting migration include linguistic factors including non-linguistic factors, including an emotional

11、 factor. According to Stephen Krashen, the success of language learning cannot be explained by the factor of language input alone. One explanation for learners differences is the difference in the amount of comprehensible language input received by learners. The other is that the learners emotions a

12、re at work. It includes learning purpose, learning motivation, self-confidence, anxiety and so on. Stephen Krashen calls it the “affective filter” factor. (Krashen, 1983)In the process of language acquisition, if the “affective filter” is reduced, and the language input is understandable, it can smo

13、othly enter the language acquisition mechanism, thus producing positive migration. If the “affective filter” is too strong, it will form a barrier in the brain, and the language input will be blocked, unable to enter the language acquisition mechanism. As a result, language acquisition cannot be pro

14、duced, which is negative transfer. (左丽芳, 2007) According to behaviorists, old habits affect new ones, so for second language learners, Li (李佳, 2004) thought that the native language embedded in the brain interferes with successful second language acquisition. When the rules of the learners mother to

15、ngue are different from the target language, their mother tongue will interfere with the second language learning. Therefore, in general, compared with positive transfer, the mother tongue is more prone to negative transfer in foreign language learning, especially in pronunciation. (周考成, 2002)With t

16、he development of English teaching at a younger age, the problem of English pronunciation teaching in school has been paid more and more attention. However, there are few researches on negative transfer of Chinese pinyin in China, especially on the transfer of primary English pronunciation teaching.

17、 For example, Du and Wu (杜凤兰, 吴艳萍, 2010) proposed that on the basis of the comparative study of language transfer and mother tongue transfer, any theory of second language acquisition currently proposed in China is incomplete without a description of language transfer.Therefore, Shi (石锋, 2003) propo

18、sed that although there are many factors affecting second language acquisition, mother tongue transfer plays an important role in it. In general, mother tongue can produce negative transfer as well as positive transfer. According to the principles and methods of comparative linguistics, teachers can

19、 use vivid and flexible means to highlight the differences between Chinese pinyin and English pronunciation symbols, and stop the negative transfer of Chinese pinyin to English pronunciation symbols, so as to minimize the negative transfer. (吴利琴, 2003)This paper is divided into five parts. The intro

20、duction introduces in detail the problems existing in the current English phonetics teaching in Chinas primary schools, the importance of the research, the significance and the framework of the paper. The first part is literature review. This part is a comprehensive overview of language transfer the

21、ory. The second part analyzes the influence of the transfer of Chinese pinyin on the learning of English phonetics, and discusses the positive and negative transfer of Chinese pinyin to English phonetics, so as to provide a basis for the discussion on how to improve the classroom teaching effect by

22、using the positive transfer of Chinese pinyin while avoiding the occurrence of negative transfer. The fourth part is the analysis of research results. The fifth part is the conclusion.1 Language Transfer in Second Language AcquisitionThis chapter mainly introduces the phenomenon and types of languag

23、e transfer in second language acquisition, and then gives an overview of the theory of second language acquisition.1.1 What is Language Transfer? Transfer is also referred to as cross-linguistic influence, which is a key element to promote the formation of interlanguage of second language learners.

24、The research on the phenomenon of the native language transfer is always one of the hot topics studies by second language scholars. However, there existed much disputes between linguists. Some linguists disapproved the existing of language transfer and some felt uncertain about its significance. But

25、 there are still linguists who support the idea of language transfer and have treated it as the main influence factors of second language acquisition. (Odlin, l989)This concept is known as the influence of a learners native language, probably any other formerly learned language, on their learning of

26、 a second language (Odlin, 1989). According to Gass, language transfer is a term that was used widely during the first half of the century and is known as the psychological process in which previous knowledge is used in a different learning circumstance (Gass, 1996). On the basis of the research on

27、the language transfer, Odlin gives another concise and accurate definition of transfer: “Transfer is the influence caused by similarities and differences between the target language and any other language that has been formerly (and maybe inaccurately) learned.” But Odlin also stated that if there i

28、s no proper definition of language, it is difficult to offer an accurate and precise definition of transfer (Odlin, l989).1.2 Types of Language Transfer Seen from the result, transfer can be divided into two kinds： positive transfer and negative transfer. Both types of transfer are known as the auto

29、matic and subconscious application of old action in different learning environment. On the basis of the information, “language transfer can explain most of the errors found in the writing of second language learner.” (Ringborn, 1987)1.2.1 Positive TransferPositive transfer refers to the similarities

30、 between native language and target language will promote the second language learning process. When the two language tasks have something in common, the learners knowledge of his native language will actively aid the studying of new knowledge of the target language by positive transfer. It happened

31、 when the learning task of the two languages is the same and can be applied in every level of language learning. Similarities in lexical and syntactical aspects between mother tongue and target language can decrease the time required to learn a new language. For instance, English and French have lot

32、s of words in common and they are both part of the Indo-European language system. As a result, it is much easier for the French native speakers to learn English than to learn Japanese, because Japanese and French belong to two completely different language systems. Some languages have similar syntac

33、tical constructions, which can also benefit the learning of grammar. (Odlin, 1989) For example, Chinese and English have almost the same word order in simple declarative sentence (SVO structure). So it is an advantage for Chinese students to learn English in this aspect. Depending on their mother to

34、ngue, speakers can speed up the production of the right sentences structure.1.2.2 Negative TransferOn the contrary, negative transfer namely is native language interference. Sometimes native language can impede the formation of new language knowledge rather than promote the learning process of learn

35、ers. Negative transfer occurs when the study tasks of the two languages have both similarities and differences and the second language learners apply the expressions and rules of their native language to the target one improperly. These are all caused by the learners misunderstanding of the differen

36、t forms and rules between two different language systems.Odlin summarized the results of negative transfer into three types: underproduction, overproduction and misinterpretation. Underproduction means that learners seldom or never use certain target language structure and can also be call avoidance

37、. Avoidance maybe caused by the difficulties learners face when they find the huge difference between the structure of target language and native language. It can also be the results of the doubt of the learner to the similarities of the two languages. For example, attributive clause is an important

38、 but difficult grammar for high school students to grasp. When students are writing a composition, they try to avoid using this structure. In order to make few errors and get high mark, they use other expressions to replace it, instead.Overproduction is often just a result of underproduction, overpr

39、oduction refers to the phenomenon that learners overuse some simple structure in order to avoid using the complicated ones, which violate the stylistic rules of English and seems unnatural. Misinterpretation might happen, for example, when native and target language word-order patterns or cultural c

40、onceptions are different (Odlin, 1989).1.3 Second Language Acquisition TheorySecond language acquisition (SLA) is a research field that focuses on learners and learning rather than teachers and teaching. In the best-selling text, Gass and Selinker define SLA as “the study of how learners create a ne

41、w language system.” (Gass and Selinker, 1996) Throughout the various definitions of SLA, the central issue which is addressed is learners and learning. Contemporary research in SLA has its roots in two seminal publications. Benson noted that advances in language instruction would not occur until we

42、understood what language learners bring to the task of acquisition. (Benson, 2002) Benson suggested that like children, perhaps L2 learners came equipped with something internal, something that guided and constrained their acquisition of the formal properties of language. He called this something “t

43、he internal syllabus” noting that it did not necessarily match the syllabus that instruction attempted to impose upon learners. In his opinion, he admitted the existence of the language transfer when people learning the second language. If one wants to utilize the language transfer, he has to find t

44、he similarities between his mother tongue and the target language. And the language transfer can help learners study the target language. However, sometimes it will prevent the process of learning. Apart from that, he thought language transfer comes into being automatically, not purposely. What he s

45、aid proves that language transfer occupies the important position for people to acquire the second language.To be brief, the second language acquisition theory is the way students choose to learn another or other languages except their native language. This theory mainly focuses on the difficulties

46、that students encounter in the process of acquiring the second language. Linguists who support this theory are interested in the causes of the difficulties and trying to find ways to tackle the problems by the knowledge of the first language or the native language which the students acquired previou

47、sly. This theory indicates that foreign language learners are able to use their native language to learn the second even a third language, including the ways of learning them and the regulars of the languages, etc. This theory enlightens us that when people learn a new language, they will rely on th

48、e first language to learn and understand the target language.It is well-known that first and second language acquisition must differ in many aspects, such as, contextual differences, exposure to formal rules and so on. But, ultimately, acquisition is something that occurs in the brain or mind. Peopl

49、e have to store the languages that they learn. In the accumulation of the storage, language learners will search the similar parts between the native language and other languages first, because it is easier for people to establish the relationship than to discover the differences. In my research, th

50、e second language acquisition theory refers to students understanding and application of how to use the Chinese pinyin system to promote the acquisition of English phonetics. There is a possibility of the transfer of Chinese on English acquisition in phonetics because students arc familiar with Chin

51、ese and already have their own pronunciation system in their brains. They are likely to learn English pronunciation with the help of their mother tongue. And the way to pronounce well is to master the phonetics well. Based on the explanations and analysis talked above, there must be a transfer of Ch

52、inese pinyin system on the acquisition of English pronunciation with the aspect of phonetics. Owing to the similarities, positive transfer plays a useful and important role in the acquisition, which can facilitate students learning. 2 Chinese Pinyin and English Phonetic SymbolsBased on transfer theo

53、ry and contrastive analysis theory, this chapter analyzes the relationship between Chinese pinyin and English phonetic symbols through the comparison between Chinese pinyin and English phonetic symbols.2.1 Chinese PinyinThe phonemes of Chinese pinyin are divided into initials and finals. There are 2

54、3 initials and 24 finals in Chinese:Initials: b, p, m ,f, d, t, n, l, g, k, h, j, q, x, z, c, s, zh, ch, sh, r, y, w; Finals: a, o, e, i, u, , ai, ei, ui, ao, uo, iu, ie, e, er, an, en, in, un, n, ang, eng, ing, ong.A Chinese character has only one syllable, and a Chinese character contains at least

55、 one final. The initial is usually at the beginning of a syllable and the final is at the end (usually consisting of a vowel or vowel with a consonant n or ng). For example, 棒 bng, 郭gu, 呼h, in these three Chinese words, b, g, h are the initials, ang, uo, o are the finals (in the first word棒 bng, a i

56、s the vowel, ng is the consonant). 2.2 English Phonetic SymbolsEnglish phonetic symbols are the symbols that record the pronunciation of English and are the smallest units of English pronunciation. Every English dictionary has a symbolic system to represent these smallest phonetic units. English pho

57、nemes are divided into vowels and consonants, with 20 vowels and 28 consonants. 20 vowels are: /i/, /, /e/, /, /, /, /, /, /, /, /u/, /, /e/, /a/, /, /, /a/, /, /e/, /;28 consonants are: /p/, /b/, /t/, /d/, /k/, /, /f/, /v/, /, /, /s/, /z/, /, /, /h/, /ts/, /dz/, /tr/, /dr/, /t/, /d/, /m/, /n/,/, /l

58、/, /r/, /j/, /w/.A syllable contains at least one vowel. A syllable ending with a vowel is an open syllable, and a syllable ending with a consonant is a closed syllable. English words can be monosyllabic, disyllabic or polysyllabic. 2.3 Relationship between Chinese Pinyin and English Phonetic SymbolsThere are 23 initials in Chinese pinyin, among which 16 are similar to English consonants.16 Chinese initials: p, b, m, f, d, t, n, l, g, k, h, j,