On the influence of Chinese context in English learning论汉语语言环境对英语学习的影响

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1、装订线 本科生毕业论文（设计） 题目：On the influence of Chinese context in English learning 论汉语语言环境对英语学习的影响 AcknowledgementsMy idea for the thesis sprang from the enlightenment of my tutor, to whom I owed great gratitude and appreciation. She gave me invaluable institutions and encouragement. In the process of compo

2、sing this paper, she gives me much academic and constructive advice and helps me to correct my paper.Moreover, I am deeply grateful to those teachers who gave me much help these four years.They benefited me a lot with sparkling ideas in their lectures.My indebtedness also goes to my roommates, who o

3、ffer me excellent advice and environment to write my paper. Finally, I would like to offer my sincere gratitude to those who spend their precious time in reading this thesis.On the Influence of Chinese Context in English LearningAbstract A good mastery of English has become a must for all the studen

4、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 is that many people have labored on it but only to find it is a waste of time a

5、nd energy. This thesis analyzes the factors affecting the English learning which are social context, the distinction between these two languages and the students goals and motivations. With Bernard Spolskys theory, the author tries to explain the most important conditions for second language learnin

6、g: social context, cultural background, exposure condition and native pronunciation condition. He insists that learners should pay special attention to language transfer and intercultural communication. Besides, a good attitude is crucial. Available resources are also of great help to create good co

7、nditions for English learning in Chinese context.Key Words: Chinese context; conditions; second language learning; language transfer 论汉语语言环境对英语学习的影响摘 要由于国际间的交流日益频繁，中国学生必须很好地掌握英语这门语言。目前，学生们接触英语的机会很多，而且我们国家也花了大量的人力、物力，着重培养英语人才。然而，学生们英语学习的进展却不尽人意，许多人花了大力气学英语，最后却发现它既费时，又费力。本文主要分析了影响英语学习的重要因素：社会环境、两种语言间的

8、差异，学生学习英语的目的与动机。根据斯波尔斯基的第二语言学习条件理论可知,中国学生在学习英语过程中受汉语环境的影响颇深，缺乏英语语言环境。要克服这种影响，学习者首先要注意语言的迁移作用和跨文化的交流，其次要端正学习的态度，树立可达到的目标，最后尽可能利用现有的资源创造适合学习英语的环境。关键词：汉语语境；第二语言学习;条件；语言迁移ContentsAcknowledgements . 4Abstract .5摘 要.6Chapter 1 Introduction .91.1 The significance of the Research .91.2 Organization of This

9、Paper .9Chapter 2 Literature Review .10Chapter 3 English Learning in Chinese Context.123.1 Actuality of English Learning in China.123.2 Factors Affecting English Learning.123.2.1 The Restriction of Social Context.133.2.2 Differences between the Two Languages.133.2.3 The Goals and Motivation143.2.4 P

10、henomena of Language Transfer.143.3 Distinctions between English and Chinese.153.3.1 Structure163.3.2 Pronunciation.173.3.3 Vocabulary.173.3.4 Culture.18Chapter 4 Conditions for English Learning.194.1 Social Context194.2 Attitudes and Motivation204.3 Native Pronunciation Condition.214.4 Cultural Bac

11、kground.21Chapter5 Creating Conditions for English Learning235.1 A Good Foundation of English.235.2 A Good Attitude on English Learning.235.3 Using Available Resources.235.4 Cultural Communication.245.5 Proper Use of Language Transfer24Chapter6 Conclusion.25On the Influence of Chinese Context in Eng

12、lish LearningChapter 1 Introduction1.1 Significance of ResearchEnglish has been a very popular foreign language for learners in China since 1980s. In various fields, English, as an international communicative language, plays a powerful, important and necessary role in Chinese peoples life. Whether y

13、ou are a teacher or a student, a farmer or a worker, a leader or a member, you have relations with English. 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 global language gradually and has its irrep

14、laceable function and position. In another word, owing to its broad influence, the earth is becoming smaller and smaller. English, as an important tool, has a special function in the communications of all nations. It is estimated about 700 million to 800 million people can speak English. Apart from

15、400 million native speakers, the others are using English in different ways to different extent. At present up to 300 million people are learning English in China, and there are still more and more people joining the group of English learning. And the number of English learners is increasing rapidly

16、. However, among the English learners, not many have learned English well enough to communicate with English speakers on account of Chinese contextual background. Therefore, the study on the influence of Chinese context in English learning is endowed with great significance. 1.2 Organization of the

17、PaperThis 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 author does an analysis on English learning in Chinese context. Chapter 4 sets ou

18、t to analyze conditions for English learning. And Chapter 5 provides the ways to creating conditions for English learning. Chapter 6 contains a brief summary and conclusion.Chapter 2 Literature ReviewContext is a popular research subject in modern linguistics. It was first supposed by Malinoswski. A

19、fter him, many 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. Context was initiated by a Polish anthropologist, Malinoswski. He states that utterances

20、 and situation are bound up inextricably with each other and the context of situation is indispensable for the understanding of words. His context refers to situational context and cultural context, without consideration of the linguistic context. Later, Firth, the founder of British Functionalism,

21、accepts Malinoswskis notion and develops the contextual theories. He supposes that the context of situation is not merely a setting, background for the words at a particular moment, but rather includes the entire cultural setting of speech and the personal history of the participants. Meanwhile he b

22、elieves that the task of linguistic study includes the combination of the meaningful aspects of language with non-linguistic elements. In other words, in the research of context, semantics and pragmatics should be associated with each other. British linguist Halliday, inspired by Firth, suggests the

23、 theory of register (i.e. context). In his opinion, context consists of three parts: field of discourse, style of discourse and mode of discourse. He further develops non-linguistic context. So he is another great linguist who makes achievement in the field of context after Firth. British linguist L

24、yons illustrates his notion of context by introducing six kinds of knowledge of context: (i) Each of the participants must know his role and status, (ii) The participants must know where they are in space and time, (iii) The participants must be able to recognize the situation in terms of its degree

25、 of formality, (iv) The participants must know what medium is appropriate to the situation, (v) The participants must know how to make their utterances appropriate to the subject matter, (vi) The participants must know how to make their utterances appropriate to the province or domain the situation

26、belongs to. The six factors he describes are in the scope of non-linguistic context. His theory of context is thought to be appropriate and is an instruction for us to build a more complete and systematical theory of context. Moreover, his illustration of context by means of knowledge is quite illum

27、inating. D. H. Hymes, an American socialist, categorizes the context into eight components: setting, participant, ends, art characteristics, key, instrumentalities, norms of interaction and of interpretation, and genres. In China, many scholars have come to realize the importance of context in under

28、standing the meanings of words and sentences etc. He Zhaoxiong, Hu Zhuanglin and other linguists also make a good study on context. Chapter 3 English Learning in Chinese Context3.1 Actuality of English Learning in ChinaWith the opening and reforming, English has been an important course in schools.

29、More and more people have realized the importance of English and become English learners to meet the challenges. In 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

30、primary school to university learning. Even though one has graduated from university, he has to get in touch with English frequently. In China, CET-4 and CET-6 are set in most colleges and basically everyone has to pass the CET-4, and everyone is trying his best to pass them. To some learners, Engli

31、sh is a new thing and due to curiosity, they may have enough warmness and confidence at the 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 so

32、me adults, 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 people can not break away from the control of the native language, because the two languages are quite different in some aspects

33、.3.2 Factors Affecting English LearningThe 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. Research shows that native language and native language context are the ma

34、jor 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 learners in China still can not see the progress. English speakers and Chinese speakers have different thoughts. English learners in China are always under

35、the influence of Chinese context, so it is so difficult to have significant progress. In the last 20 years, the environment of English learning has changed a lot in China. We can see the rapid development in English learning. Otherwise, no matter how great the changes are, we are still in the Chines

36、e context which is not changeable. So, the fact that we should not disengage the Chinese thoughts has an opposite effect on English learning everywhere and anytime. In fact, how Chinese context affect the English learning.3.2.1 The Restriction of Social ContextChinese and English are two very differ

37、ent 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 few opportunities to communicate with a native English speaker face to face. M

38、any 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 and Spanish since he was born, when he grows up he can speak three kinds of languages at the same time. Even though he does not know the grammar, he can spea

39、k every language very fluently. For most Chinese, they do not know the grammar at all, but all of them can speak Chinese fluently. There is another phenomenon: if there is one English speaker or English teacher in the family, their baby always has a good English achievement. All of these show that C

40、hinese social context has a great influence in English learning. Professor Sun Mianzhi quoted Professor Xiong Denis speech, “ I always compare English Learning to a besiegement. Your English is the Besieger and of course your mother tongue is the one besieged. You command your army of English to bre

41、ak through the line of defense until you overtake the strongholdyour mother tongue.”（Translated）. But it is really a hard job because you are completely surrounded by the enemy troops and your enemy is so strong.3.2.2 Differences between the Two LanguagesTo learn English well, it is necessary to kno

42、w the details of it. Firstly, when you are learning the pronunciation, 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 separater and l, you will re

43、ad rice(米饭) 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, in the acceptation, once you have written “my English level low”. Sometimes even you want to “keep diary” but you use “keeping notes or writing everyd

44、ay note”. Some sentences like “go buy thing and write with English” always appear in your articles. Fourthly, in pragmatics: you once called David Smith Teacher Smith or Mr. David. And we know Father, Mother, Sister in English is quite different from our Chinese. A teacher is very kind and easygoing

45、. The students like her very much. They think she is just like their mother. But we can never call her Mother Teresa, because in English, Father, Mother or Sister has some religious connotations.3.2.3 The Goals and MotivationsThe goals and motivations of English learner have a great influence in the

46、 course of English learning. Most of us know that at the beginning of our new country, Chinese people were trying to learn 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

47、 is very useful. So they will try their best to learn it well. But others bigotry thinks that they do not go abroad and they should not spend so much time and money on English tests. The former will spend much more time than the latter on English learning. In fact, the total time you spent on Englis

48、h learning is not exceeding one year at all. Nobody can learn a language well enough to use it freely. In China, people learn English for different purposes. With the influence of the text-oriented education, people learn it just because they want to earn a diploma or have a better job in the future

49、. So they learn by rote a lot of grammar rules, read a lot, practice lots of vocabulary and structures. As for communication, they become dumb. Finally, they may realize how inefficient their way is.3.2.4 Phenomena of Language Transfer Language transfer, according to Odlin (1989), is the influence r

50、esulting 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 occur at any levels, strategic, linguistic, discoursal, and pragmatic. Inter-language, such

51、as a semantic formulae, strategy, or linguistic form, occurs in the NL (native language), TL (target language) and IL (inter-language) data. Similar response frequencies in all the three data sets are classified as positive transfer, while different response frequencies between IL-TL and NL-TL combi

52、ned with similar frequencies between IL-NL register as negative transfer (quoted, Liu Xiaozhong, 2001). We just take a pragmalinguistic failure for example. Chinese learners usually use the expression: “Never mind” in replying to “Thanks a lot. Thats a great help” (He Ziran, 1988). In Chinese, we us

53、e “没关系”(Mei guan xi) or “不用谢”(Bu yong xie) in reply 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 “没关系”(Mei guan xi) in Chinese. The students often failed to

54、 see the discrepancy and, due to their mother-tongue influence, used these expressions interchangeably. If a student helped the professor clean the blackboard, he would normally say “thank you” to the student. But instead of saying “My pleasure”, as native speakers normally do in this situation, Chi

55、nese students would often say, “Its my duty”. This shows the students falling back on the Chinese situation where it is wholesomely all right for people to say “应该的”(Ying gai de). But he failed to realize that in English It is my duty” also implies an obligation instead of a volunteer help. Some oth

56、er examples as “No smoking please” and “Our English teacher has peaches and plums everywhere in China” are also failures in use.3.3 Distinctions between English and ChineseChina also has its individual culture which is rooted deeply in its long history. Generally speaking, each nation has its unique

57、 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 developed 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 d

58、ifficult to accept another new language. Chinese and English are both two widely used languages in the world. Totally, the numbers of the Chinese Speakers and English speakers take one fourth of the global population. Linguists classify languages using into two main classification systems: typologic

59、al and genetic. A typological classification system organizes languages according to the similarities 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 gr

60、eat differences between the two languages in other respects, Mandarin Chinese and English belong to the same type, grouped by word-order typology. Both languages have a basic word order of subject-verb-object. But, they are different. Chinese belongs to HanTibet language system, but English belongs

61、to IndoEuro language system. In Chinese, the square hieroglyph is the tool to express ideas, but in English it is the 26 letters. There exists difference in sentence structure, pronunciation, vocabulary.3.3.1 Structure The modern grammarian formulates the Chinese sentence as below: S=T(theme)+R(rheme). 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 to literal understanding, it is a sentence