英语作文第三人称单数一般现在时错误分析(1)(3)
2017-08-08 01:50
导读：3. Reasons 3.1 Mode thinking A nation’s mode thinking and mode language are the deep structures of national culture that are congruous with culture. Because of the discrepancy of mode thinking, diff
3. Reasons
3.1 Mode thinking
A nation’s mode thinking and mode language are the deep structures of national culture that are congruous with culture. Because of the discrepancy of mode thinking, different nations have different ways of using language and other aspects. [3] So English learners surely will come across all kinds of difficulties for the discrepancy of its essence. In western countries, their space navigation views and the features of logical thinking are as follows:
First, in studying the relations of human-human and human-things, they mainly study the relations of human to things and human to natural. Second, in the relation of material and spirit, they put stress on the two opposition and division. Third, they pay attention to dialectic and reasons. Fourth, in scientific study method, the westerners strongly attach importance on evidence and analysis from ancient Greek. So, for the efforts of above-mentioned aspects, the westerners have bright features of stressing on reason, analysis and complete form.
But for China, there are complete different features. First, they put the relation of human-human in the first place. Second, to the relation of spirit and material, Chinese traditional philosophy pays more attention on the two’s unity and consistency. Third, there is an intuition on instinctive experience and entire synthesis. But it doesn’t pay attention to experiment and analysis. [4]
For above reasons, there is a great discrepancy of Chinese-English expression, so Chinese students, especially middle school students, always find that they can’t express their ideas naturally and accurately. They just translate their ideas word by word into English. [5]
E.g.:
(1) She like a child. (No.1) (Here No.1means the notebook I have numbered)
(2) She just like our sister. (No.7) (Here No.7means the notebook I have numbered)
(3) Our country need a person who is good at everything, not just a robot to do homework. (No.13) (Here No.13means the notebook I have numbered)
（转载自http://zw.NSEAC.com科教作文网） (4) – Are you Jeanne? (Telephone call)
-- I’m Jeanne. (No.30) (Here No.30means the notebook I have numbered)
The four sentences above are complete Chinglish. They’d better be revised as follows:
(1) She looks like a child.
(2) She just looks like our sister.
(3) Our country needs a person who is good at everything, not a machine that is just good at doing homework.
(4) –Is it Jeanne?
--Yes, this is Jeanne.
Such kind of errors takes up 27%. (cf. table 2)
3.2 The analysis by positive transfer and negative transfer
They make such kinds of errors not only because of the difference of Chinese-English thinking model, but also because of the negative transfer of native language. Applying previous experience and knowledge to learning or problem solving in a new situation is transfer. An important complex cognitive goal is for students to be able to apply what they learn in one situation to new situations. [6] In the study domain of second language acquisition, mother-tongue knowledge’s affect to foreign language acquisition is one of important problems that linguist and psychological linguist study. To the foreign learners who have mastered basic phonetics, lexical and grammar of language, the study of foreign language’s phonetics, lexical and grammar will certainly be affected by mother tongue language’s phonetics, lexical, meaning and grammar knowledge. At the same time, different nations have different types of communication model and utterance structure, so this kind of knowledge that mother tongue language has had will also affect foreign language communication model and utterance structure acquisition. This kind of effect is mother tongue language transfer in second language acquisition. Some people say that it has two types of transfer: positive transfer and negative transfer. When mother tongue language rules are the same as foreign language rules, the positive transfer occurs. When they have discrepancy, especially when they seem similar to each other but different as a matter of fact, it always produces negative transfer. [7] English and Chinese belong to complete different language systems. English emphasizes hypotaxis while Chinese stresses on parataxis. Because students can’t realize the difference between the two language phenomenons, they always transfer their Chinese knowledge into English learning according to Chinese thinking ways and expressions, so it will interfere they understand and master English. [8] The behaviorist ascribed errors largely to the interference of learners’ native language. Their native language habits prevent them from learning second language habits.[9] Transfer errors are not distinct from analogical errors. They represent aspects of the same underlying strategies. Both result from the fact that learner uses what he /she already knows about language in order to make sense of new experience. Pit Corder expresses that the first language provides a rather rich and specific set of hypotheses. With the help of their mother tongue language, the second language learners can apply some of them to their language studies. But transfer errors only occur in the SLA learners, of course, there are also some ambiguous sources of errors that are frequently hard to decide what categories they belonged to. [10]
