英語(yǔ)師范畢業(yè)論文--論漢語(yǔ)語(yǔ)言環(huán)境對(duì)英語(yǔ)學(xué)習(xí)的影響

1、<p>　　本科生畢業(yè)論文（設(shè)計(jì)）</p><p>　　題目：On the influence of Chinese context in English learning </p><p>　　論漢語(yǔ)語(yǔ)言環(huán)境對(duì)英語(yǔ)學(xué)習(xí)的影響 </p>&

2、lt;p>　　Acknowledgements</p><p>　　My idea for the thesis sprang from the enlightenment of Ms. Shao Lianlian, my tutor, to whom I owed great gratitude and appreciation. She gave me invaluable institutions a

3、nd encouragement. In the process of composing this paper, she gives me much academic and constructive advice and helps me to correct my paper.</p><p>　　Moreover, I am deeply grateful to those teachers who ga

4、ve me much help these four years, such as Mr. Jiang Daohua, Mr. Wang Quanjie, Ms. Yang Wei, and Mr. Fan Dongsheng. They benefited me a lot with sparkling ideas in their lectures.</p><p>　　My indebtedness als

5、o goes to my roommates, who offer me excellent advice and environment to write my paper. </p><p>　　Finally, I would like to offer my sincere gratitude to those who spend their precious time in reading this

6、thesis.</p><p>　　On the Influence of Chinese Context in English Learning</p><p><b>　　Abstract</b></p><p>　　A good mastery of English has become a must for all the studen

7、ts in China because of frequent communication among countries. It is easy for the students to get access to English. And our country lays stress on fostering English talents. But the present situation of English learning

8、 is that many people have labored on it but only to find it is a waste of time and energy. This thesis analyzes the factors affecting the English learning which are social context, the distinction between these two lan&l

9、t;/p><p>　　Key Words: Chinese context; conditions; second language learning; language transfer </p><p>　　論漢語(yǔ)語(yǔ)言環(huán)境對(duì)英語(yǔ)學(xué)習(xí)的影響</p><p><b>　　摘 要</

10、b></p><p>　　由于國(guó)際間的交流日益頻繁，中國(guó)學(xué)生必須很好地掌握英語(yǔ)這門(mén)語(yǔ)言。目前，學(xué)生們接觸英語(yǔ)的機(jī)會(huì)很多，而且我們國(guó)家也花了大量的人力、物力，著重培養(yǎng)英語(yǔ)人才。然而，學(xué)生們英語(yǔ)學(xué)習(xí)的進(jìn)展卻不盡人意，許多人花了大力氣學(xué)英語(yǔ)，最后卻發(fā)現(xiàn)它既費(fèi)時(shí)，又費(fèi)力。本文主要分析了影響英語(yǔ)學(xué)習(xí)的重要因素：社會(huì)環(huán)境、兩種語(yǔ)言間的差異，學(xué)生學(xué)習(xí)英語(yǔ)的目的與動(dòng)機(jī)。根據(jù)斯波爾斯基的《第二語(yǔ)言學(xué)習(xí)條件》理論可知,中國(guó)學(xué)生

11、在學(xué)習(xí)英語(yǔ)過(guò)程中受漢語(yǔ)環(huán)境的影響頗深，缺乏英語(yǔ)語(yǔ)言環(huán)境。要克服這種影響，學(xué)習(xí)者首先要注意語(yǔ)言的遷移作用和跨文化的交流，其次要端正學(xué)習(xí)的態(tài)度，樹(shù)立可達(dá)到的目標(biāo)，最后盡可能利用現(xiàn)有的資源創(chuàng)造適合學(xué)習(xí)英語(yǔ)的環(huán)境。</p><p>　　關(guān)鍵詞：漢語(yǔ)語(yǔ)境；第二語(yǔ)言學(xué)習(xí);條件；語(yǔ)言遷移</p><p><b>　　Contents</b></p><p>

12、　　Acknowledgements ………………………………………………………..……. …4</p><p>　　Abstract …..………………………………………………………….…………..…..5</p><p>　　摘 要……….……………………………….………………….………………...…6</p><p>　　Chapter 1 Introduc

13、tion ……………………………………………….……….........9</p><p>　　1.1 The significance of the Research ……………………………………..…...9</p><p>　　1.2 Organization of This Paper ………………………………...…..……9</p><p>　　

14、Chapter 2 Literature Review …………………………………………………..…..10</p><p>　　Chapter 3 English Learning in Chinese Context.....................................................12</p><p>　　3.1 Actuality of Eng

15、lish Learning in China…………………………..…..12</p><p>　　3.2 Factors Affecting English Learning………………………………..…12</p><p>　　3.2.1 The Restriction of Social Context…………………………..…..13</p><p>　　3

16、.2.2 Differences between the Two Languages…………………..…..13</p><p>　　3.2.3 The Goals and Motivation………………………………………14</p><p>　　3.2.4 Phenomena of Language Transfer……………………………....14</p><p&

17、gt;　　3.3 Distinctions between English and Chinese…………………………....15</p><p>　　3.3.1 Structure…………………………………………………………16</p><p>　　3.3.2 Pronunciation…………………………………………………....17</p><p>　　3.3

18、.3 Vocabulary……………………………………………………....17</p><p>　　3.3.4 Culture…………………………………………………………...18</p><p>　　Chapter 4 Conditions for English Learning………………………………………..19</p><p>　　4.1 Social C

19、ontext…………………………………………………………19</p><p>　　4.2 Attitudes and Motivation………………………………………………20</p><p>　　4.3 Native Pronunciation Condition……………………………………….21</p><p>　　4.4 Cultural Backgrou

20、nd …………………………………………………..21</p><p>　　Chapter5 Creating Conditions for English Learning………………………………23</p><p>　　5.1 A Good Foundation of English………………………………………....23</p><p>　　5.2

21、A Good Attitude on English Learning………………………………….23</p><p>　　5.3 Using Available Resources……………………………………………..23</p><p>　　5.4 Cultural Communication………………………………………………..24</p><p>　　5.

22、5 Proper Use of Language Transfer………………………………………24</p><p>　　Chapter6 Conclusion………………………………………………………………….25</p><p>　　On the Influence of Chinese Context in English Learning</p><p>　

23、　Chapter 1 Introduction</p><p>　　Significance of Research</p><p>　　English has been a very popular foreign language for learners in China since 1980’s. In various fields, English, as an internat

24、ional communicative language, plays a powerful, important and necessary role in Chinese people’s life. Whether you are a teacher or a student, a farmer or a worker, a leader or a member, you have relations with English.

25、In the long history, English has developed its individual uniqueness and it is easy to be adopted in most nations. Naturally, English has become the glob</p><p>　　Organization of the Paper</p><p&g

26、t;　　This thesis consists of 6 chapters. Chapter 1 is the introduction of the thesis. In Chapter 2, the author makes the literal review of the domestication and foreignization both at home and abroad. In Chapter 3, the au

27、thor does an analysis on English learning in Chinese context. Chapter 4 sets out to analyze conditions for English learning. And Chapter 5 provides the ways to creating conditions for English learning. Chapter 6 contains

28、 a brief summary and conclusion.</p><p>　　Chapter 2 Literature Review</p><p>　　Context is a popular research subject in modern linguistics. It was first supposed by Malinoswski. After him, many

29、other scholars have also probed into this field, such as Firth, Halliday, Lyons and Hymes etc. Owing to their different interests and research perspectives, they have their own notions of context. </p><p>　　

30、Context was initiated by a Polish anthropologist, Malinoswski. He states that utterances and situation are bound up inextricably with each other and the context of situation is indispensable for the understanding of word

31、s. His "context" refers to situational context and cultural context, without consideration of the linguistic context. Later, Firth, the founder of British Functionalism, accepts Malinoswski’s notion and develop

32、s the contextual theories. He supposes that "the context of situation </p><p>　　In China, many scholars have come to realize the importance of context in understanding the meanings of words and sentence

33、s etc. He Zhaoxiong, Hu Zhuanglin and other linguists also make a good study on context. </p><p>　　Chapter 3 English Learning in Chinese Context</p><p>　　3.1 Actuality of English Learning in Chi

34、na</p><p>　　With the opening and reforming, English has been an important course in schools. More and more people have realized the importance of English and become English learners to meet the challenges. I

35、n China, English is taught in most primary schools in the cities from Grade Three and in all the middle schools in the whole country. In a long term, English will be a major course from primary school to university lea

36、rning. Even though one has graduated from university, he has to get in touch with Eng</p><p>　　To some learners, English is a new thing and due to curiosity, they may have enough warmness and confidence at t

37、he beginning of English learning. Later, when they meet various difficulties and blocks, they lost their enthusiasm and confidence gradually even at last, most of them have to give it up. To some students and some adults

38、, the purpose to learn English is only to meet the demands of exams. According to some surveys, we are seriously affected by the native language –Chinese. A lot of peop</p><p>　　3.2 Factors Affecting English

39、 Learning</p><p>　　The Chinese context has a great influence on English learning in China. Both English learners and English teachers always face this problem that how learners can master English language. R

40、esearch shows that native language and native language context are the major blocks in the way to learning English. It is generally a bemusement: English learners in China have learned it for a long time, but English lea

41、rners in China still can not see the progress. English speakers and Chinese speakers have di</p><p>　　3.2.1 The Restriction of Social Context</p><p>　　Chinese and English are two very different

42、languages and belong to different linguistic systems. To Chinese people, English is a second language. On the other hand, most of the Chinese English learners only depend on the teaching in the classroom, so they have fe

43、w opportunities to communicate with a native English speaker face to face. Many surveys show that the infant time is the golden time to learn languages. Here we can imagine that if a baby is taught in English, Japanese a

44、nd Spanish since </p><p>　　3.2.2 Differences between the Two Languages</p><p>　　To learn English well, it is necessary to know the details of it. Firstly, when you are learning the pronunciation

45、, you will be corrected for several times. Sometimes, you want to say go to somewhere by ship, but because you pronounce it too long, some others think that you “go somewhere by sheep”. When you can not separate[r] and [

46、l], you will read rice(米飯) as lice(虱子). Secondly, in the grammar you always make mistakes like this: I am student, it raining hard, against this plan, etc. Thirdly, i</p><p>　　3.2.3 The Goals and Motivations

47、</p><p>　　The goals and motivations of English learner have a great influence in the course of English learning. Most of us know that at the beginning of our new country, Chinese people were trying to learn

48、Russian. Only after the opening and the reforming, English became the most popular second language in China. Some people realize the importance of English and they think English is very useful. So they will try their bes

49、t to learn it well. But others bigotry thinks that they do not go abroad and they s</p><p>　　3.2.4 Phenomena of Language Transfer </p><p>　　Language transfer, according to Odlin (1989), is the i

50、nfluence resulting from the similarities and differences between the target language and the other languages that has been previously (and perhaps imperfectly) acquired. This definition thus suggests that transfer can oc

51、cur at any levels, strategic, linguistic, discoursal, and pragmatic. Inter-language, such as a semantic formulae, strategy, or linguistic form, occurs in the NL (native language), TL (target language) and IL (inter-langu

52、age) d</p><p>　　Chinese learners usually use the expression: “Never mind” in replying to “Thanks a lot. That’s a great help” (He Ziran, 1988). In Chinese, we use “沒(méi)關(guān)系”(Mei guan xi) or “不用謝”(Bu yong xie) in r

53、eply to “Thank you”. However, their equivalents in English, “Never mind”, “Not at all” and “You are welcome” are slightly different in use from one another, though they all may be translated as “沒(méi)關(guān)系”(Mei guan xi) in Chin

54、ese. The students often failed to see the discrepancy and, due to their mother-tongue inf</p><p>　　3.3 Distinctions between English and Chinese</p><p>　　China also has its individual culture whi

55、ch is rooted deeply in its long history. Generally speaking, each nation has its unique culture and should be honored for it. Each nation always thinks that the culture of its own is the best in the world. When Chinese d

56、eveloped into the native language in the eastern Asia where all the people think it was the most splendid language and knowledge in the world, so it is comparatively difficult to accept another new language. Chinese and

57、English are both tw</p><p>　　Linguists classify languages using into two main classification systems: typological and genetic. A typological classification system organizes languages according to the similar

58、ities and differences in their structures. Languages that share the same structure belong to the same type, while languages with different structures belong to different types. For example, despite the great differences

59、between the two languages in other respects, Mandarin Chinese and English belong to the same type, gro</p><p>　　3.3.1 Structure </p><p>　　The modern grammarian formulates the Chinese sentence as

60、 below: </p><p>　　S=T(theme)+R(rheme).                         

61、 They hold that a Chinese sentence is based on two parts: theme and rhyme. The T-type patterns center on the topic, while the R-type on the comment. For instance, “逝者如斯夫！”(Waley,1999:110) According

62、to literal understanding, it is a sentence with nominal topic i.e. the passing time. Another example is “巧言令色，鮮矣仁?！?a sentence with nominal rhyme, which means “ Clever talk and a pretentious manner are seldom found i<

63、/p><p>　　On the other hand, the English sentence centers around the verb and it may be formulated as below:S (sentence )= Nph ( Noun Phrase ) + Vph ( Verb Phrase ).   </p><p>　　Accordi

64、ngly, five basic sentence patterns of English are formed.: SV     The master said.                 

65、   子曰。(Waley,19999:2)</p><p>　　SVC    You are a vessel.                   汝，器也。(Waley,1999:4

66、8)</p><p>　　SVO    We follow upon Chou.               吾從周。(Waley,1999:30)</p><p>　　SVoO   Duke Ai a

67、sked Tsai Yu about the Holy Ground. 哀公問(wèn)社于宰我。</p><p>　　(Waley,1999:34)</p><p>　　SVOC   An uncapped boy presented himself for an interview.童子見(jiàn)。</p><p>　　(Waley,1999: 88)<

68、/p><p>　　It can be concluded that subject and verb are indispensable in an English sentence at the common occasion, which makes the English sentence structure of to be compact.</p><p>　　In regard t

69、o the complication of sentences in Chinese and English, there are two vivid comparisons. The complication of sentences in Chinese is developed in the way as a bamboo grows with each upper piece coming out from the lower

70、one which comes out from the base; while that in English is developed in the way as a tree with its branches produced from their stem and their twigs produced from the branches. Hence, Chinese and English sentences are d

71、ivided into “bamboo-type” and “tree-type” separat</p><p>　　3.3.2 Pronunciation </p><p>　　In Chinese, there are some similar pronunciations with English, like some consonants [p] [b], [t] [d], [s

72、] [z], [m] [n], [f] [g], [k] [h], and some vowels [a:] [i] and [u].  But individually, they have their own pronunciation and standard. Chinese has four tunes but English only depends on the different positions of th

73、e stress. In addition, in English there are some phonetics which are very difficult to pronounce like[r] [v] etc. In Chinese pinyin, each “zi” has a “yunmu”, which is like the vowe</p><p>　　3.3.3 Vocabulary&

74、lt;/p><p>　　Generally, English has a larger vocabulary. Nowadays, there are some ten thousands Characters in Chinese. It has accumulated to a large storeroom. All the factors considered, English has a quicker a

75、nd more significant development than Chinese. Webster’s Third New International Dictionary, which was published in 1962, includes 480,000 million words. Chinese word has a surprising ability to combine another word and t

76、hen form a new word. So Chinese has abundant phrases and the meanings of words var</p><p>　　3.3.4 Culture </p><p>　　People grow up in different environments. They are growing in two deferent sem

77、is. They absorb the different nurture at different time and restricts. There are many good examples of misunderstanding between Chinese people and English speakers. A Chinese scholar went to America for further studies.

78、One day, he missed his wife and children. He brought out a family photograph and stared at it. An American came over and saw the photo. He commented,” Your wife is beautiful.” The scholar felt embarrass</p><p&

79、gt;　　Chapter 4 Conditions for English Learning</p><p>　　English is a basic tool in the new world. More and more Chinese people are trying their best to charge it. But, in fact, the results are always not sat

80、isfactory, because we don’t have the conditions for second language learning. In the book of Conditions for Second Language Learning, Bernard Spolsky shows seventy-four conditions of second language learning. He speciall

81、y notes that thirty-one conditions are necessary and the others are typical and graded conditions. Among the thirty-one condition</p><p>　　4.1 Social Context </p><p>　　According to Bernard Spols

82、ky, language is primarily a social mechanism, so languages are learned in social context. He proved this idea by quoting another linguist’s remarks: “What is needed is a linguistics which can describe whatever features o

83、f speech proves relevant in the given case, and which can relate linguistic elements to each other in terms of relationships of role, status, task and the like. Such a linguistic requires foundations in social theory and

84、 ethnographic practice as well as </p><p>　　Accordingly, we can divide social context of second-language learning into two parts, learning in a ‘natural’ setting and learning in the ‘classroom’.</p>&

85、lt;p>　　First, the “Natural Situation”. A natural situation for second-language learning is one where the second language is experienced in a situation that is similar to that in which the native language is learned. T

86、hat is, language is experienced in conjunction with the objects, situations and events of everyday life; it is not taught in a classroom. The paradigm case would be that of a young child going to live in another country

87、and learning that country’s language, not by any explicit teaching, bu</p><p>　　The older is the child, however, the greater is the role that language plays in social interaction and the more the person will

88、 experience difficulty in being accepted. Peer group acceptance becomes a problem, especially around the age of puberty. Even children who speak the same language but come from different schools or towns have difficulty

89、in gaining acceptance. Without such acceptance, second-language learning in a natural situation can hardly begin.</p><p>　　Second, the “Classroom Situation”. The classroom for second-language learning is a p

90、lanned, or some might say, an artificially constructed, situation. As we all know, physically, there is a room which is arranged so that it is isolated from the rest of life. In the room there is a teacher and a number o

91、f students. The teacher is the one who knows the language and the students are there to learn the language. In the enclosed space of the classroom, nothing happens unless the teacher makes it happ</p><p>　　I

92、n the natural situation, language is but one aspect of life, an aspect which accompanies other life events. In the classroom, however, language itself becomes the prime aspect of life around which all else revolves. The

93、language that is to be experienced by the students is planned. And whether the classroom is in a school that is in the community where the second language is spoken is a matter of some importance, for this will determine

94、 whether students will have access to a natural situation o</p><p>　　4.2 Attitudes and Motivations</p><p>　　Another two critical factors that can contribute a lot of failure and success to Engli

95、sh learning are attitude and motivation because they predict the amount of time a learner would apply to the task of language learning. </p><p>　　As a verb says “attitud

96、e decides destiny.” The same is true in English study. The attitude towards English study decides both your writing skills and reading skills and the proficiency that is acquired or developed through training or experien

97、ce.</p><p>　　Motivation is the intellectual engine of their deeds and English motivation is the interior momentum in learning it. It is considered as one of the most critical factors in English study. They c

98、an stimulate one’s curiosity and attention to the content of English and cultivate one’s inspiration in finding the substance with all one's heart. Seven types of English learning motivation were found for Chinese gr

99、aduate. They are intrinsic interest, learning situation and individual development, going </p><p>　　We need to acquaint ourselves with our motivations and attitude. We should see clearly about our attitude i

100、n order to improve our efficiency and get twice the result with half the effort. As we all know a positive and a negative attitude will lead to opposite result. And if time is enough and with all the idealization every o

101、ne can study the English well. Can’t it be this? But actually we have friendship, we have happiness and freedom, but to time we do not have any more. Time is limited for one</p><p>　　Anyway, the goal of Engl

102、ish learning is to communicate with English speakers. Chinese English learners make progress in English learning on condition that they spend a lot of energy and time on it. Without hard work and persistence, Chinese Eng