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    2. 刊物属性
    3. 刊物名称:英语广场
    4. 国内刊号:CN 13-1298/G4
    5. 国际刊号:ISSN 1009-6426
    6. 数据库收录:中国知网
    7. 投稿邮箱:
        tougao@esteachers.com
    8. 当前位置:英语广场 > 优秀论文 >
      时间:2017-03-25 来源:英语广场

        【Abstract】This paper aims to argue that native language also contributes a great share to the second language acquisition. Detailed analysis in the following paper regarding positive aspects of language transfer has been put forward. It is of paramount significance to make full advantage of positive transfer of L1, and thus to strengthen the confidence of the second language learners.
        【Key words】native language; second language acquisition; positive transfer; pedagogical implication
        1. Introduction
        The role of the native language has had a rocky history during the course of second language acquisition research (Gass & Selinker, 2008). Researchers in linguistic field reached a consensus that the role of native language on second language learning is negative. It is not until the the end of 20th century that people came to realize the positive role that L1 plays on L2. According to Ellis (1994), positive transfer refers to the transfer when the learner’s L1 facilitates L2 learning. This paper clarifies that the positive influences of native language directly reflex at phonological,, lexical and pragmatic levels.
        2. Positive Transfer form L1 to L2
        It is found that L2 learner’s pronunciation deviates from that of native speakers and is deeply influenced by native language. As a matter of fact, the Chinese phonological system is different from that of English, especially when it comes to dental [?] that many Chinese learners have troubles in pronunciation. From the perspective of L1 transfer, learners are most likely to choose a similar sound as substitution at the very beginning of English learning. For example, they probably prefer to pronounce [s] instead of [?], which may not decrease the quality of communication.
        In terms of understanding the word meaning, it is well-advised for learners to explain and memorize words in Chinese instead of English, especially the abstract words. The abstract word “friendship” could justify the point of view above. “Friendship” refers to “a relationship between friends”, which renders learners a more difficult meaning to understand. By contrast, the Chinese meaning “友谊” explains this word directly concisely and clearly. Under such a condition, the transfer of native language benefits a great deal.
        This part justifies the pragmatic transfer in terms of the achievement of humorous effects by violating Cooperative Principle. For example, a teacher was giving a lecture to students on the stage. Suddenly, he noticed a student taking a nap on the desk right in the class. In order to wake up the student and attract his attention, he stopped lecturing and asked the student to stand up. Teacher: What are you doing? Student: Sleeping. Teacher: Please spell it. Student: I-T. The student intentionally avoided spelling the word “sleeping”. It is evident that whatever in Chinese or English, people will flout the maxims of Cooperative Principle to create humorous effects. In fact, these pragmatic functions are conductive for second language learners to transfer positively from native language to target language.
       

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