论文总字数：32563字

摘 要

新疆少数民族地区的教育发展一直深受国家重视，并为此开办了新疆内地高中班以期为新疆培养高素质人才。由于地理文化环境的不同，内地教师在教授知识的同时需要考虑学生的特殊性。

以英语教学为例，新疆少数民族学生接受的是母语-汉语-外语的三语习得的模式。 三语习得是于上世纪80年代兴起的一个新领域，是当今语言学研究的热点之一。其中，母语迁移在L3习得中的作用不可小觑。

本文通过问卷调查的形式，来调查新疆内高班学生英语学习中存在的阻碍（以淮州中学内高班为例），从语音、语法、固定搭配、语用这四方面来探究维吾尔族学生在英语学习中因母语迁移影响而常出现的现象及其产生原因。本文为教师在今后教学中提出了教学建议,以期提高维族学生英语学习的整体水平。

关键词：英语学习；语言迁移；维族学生；三语习得；教学启示

Contents

1. Introduction 1

2. Literature Review 1

3. The Research Background 2

3.1 The research methods 3

3.2 The data collection and analysis 3

4. Language Transfer and Language Layers 4

5. Language Transfer of Uyghur-native Students in English Learning 5

5.1 Phonetics 5

5.2 Grammar 8

5.3 Collocation errors 10

5.4 Pragmatics------cultural transfer 11

6. Pedagogical Implications 12

6.1 Predicting important teaching points for having a definite object. 12

6.2 Taking a correct attitude towards learner’s errors. 12

6.3 Enhancing the training of students’ thinking in English. 13

6.4 Expanding knowledge of English culture and eliminate cultural interference. 13

7.Conclusions 13

Works Cited 15

Appendix 17

1. Introduction

English, as a widely-accepted global language, has become the most important communicative tool in the world. Language teaching, a vital part of school education in minority region, has faced not only L1,L2 bilingual education but also trilingual education. Studies have shown that language learning is a complicated psychological phenomenon as well as a very cognitive phenomenon.

Herdina and Jessner(2002) put it that third language acquisition(TLA) or plurilingual acquisition in the course of research. The ability of language learners is a dynamic and complex system interacting with language acquisition variables with the passage of time. It is an incontrovertible fact that language learners will be under the impact of L1 and L2 during the process of third language acquisition. English teaching of Xinjiang minority belongs to trilingual education. Teachers find it much more intricate than they expected that the influence have on L1-L2-L3 when teaching Uyghur-native students English. Therefore, from the view of language transfer and cognitive structure, conducting an active exploration of the features and rules in learning English, under the trilingual environment, is of great importance in enhancing the overall quality of ethnic minorities in the long term.

By investigating the difficulties that Uygur-native students get across in the process of learning English through a questionnaire, the author analyzes the errors caused by Uighur among those Uygur-native students. Suggestions are offered to teachers to go over the differences among the three languages in teaching to make students avoid the negative transfer from Mandarin Chinese and Uygur languages so as to improve the overall quality of English learning of Uygur-native students.

2. Literature Review

Third language acquisition(TLA) is a relatively new area of study, which derives its origin from transfer theory in 1980s, based on the research of bilingualism and the SLA. It has both sociolinguistic and psycholinguistic foundation.

The followings are several different situations that bilinguals have when they learn L3 shown by researches abroad. First, in bilingual communities with local languages, English is regarded as the third language to teach in the bilingual teaching outline, such as Frisian, Basque language, Catalan and Brittania. Second, children who speak ethnic minority languages, receive education in immersion teaching plan(eg. Canada). Finally, children who speak ethnic minority languages attend to the general teaching plan containing foreign language teaching.

In our country, works about studying third language acquisition(TLA) are also very limited. Professor Yuan Yichuan lived in Yunnan province for a long time where ethnic minorities settle in. He studied motivations for English learning from ethnic minority students in the southwest and has published an article concerning TLA Attitude and Motivation for English learning of Ethnic minority Students in Yunnan, China(Yuan Yichuan 3). China’s foreign language core journal Foreign and Their Teaching has introduced a new column named Research on Third Language Acquisition, which indicates the beginning of our country with independent academic realm of TLA.

Above all, the research on third language acquisition in China is far from being developed, the focus of which has predominantly been on Cross Language influence. The levels of the study are phoneme, vocabulary and syntax, in which trilingual combinations involved are Tibetan-Chinese-English, Uyghur-Chinese-English, the Qiangic language- Chinese-English, the Miao language-Chinese-English, Chinese-English-Russian, Chinese-English-France, Chinese-English-German, and Chinese-English-Japanese,etc. Current correlative researches on language transfer on Uyghur-native students from the perspective of TLA are not so many, so this paper tries to do some research on this topic.

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3. The Research Background

The quality of education in Xinjiang has gradually increased with the constant exploration and practice these years. However, compared with outback, there still exists a largish gap and insufficiency due to different history, economy and culture affairs.

As we all know, Xinjiang is a multi-ethnic, multilingual and multicultural area, in which the English teaching and learning obviously differs from that in inland. Mandarin Chinese (L2) and Uyghur (L3) might become the obstacles in the process of learning English (L3) for Uyghur-native students, especially referring to the students who have learned Mandarin Chinese for more than five years.

3.1 The research methods

3.1.1 The objects of research

The questionnaire serves 120 students in Prep and Senior Grade One from HuaiZhou Senior High School as objects. 110 valid questionnaires are taken back. There are seven different nationality students, 60 of them the Uyghur-native, 18 of them the Han nationality, 14 of them the Hui nationality, 9 of them Kazak, 5 of them Dongxiang nationality. Others are Manchu, Mongolian and Khalkhas（柯尔克孜族）.

3.1.2 The design of questionnaire

The questionnaire mainly investigates the English basis of Uyghur-native students, learning strategies and motivations. However, the factors affecting their English learning are the main points that we need to focus on.

3.2 The data collection and analysis

Q18: Which influences you most when you learning English? Mandarin Chinese or Uyghur?

Q20: Which respects are similar to your native language?

A. Pronunciation B. Intonation C. Grammar D. Writing

Q21: In your native language, which aspects interfere with your English learning?

A. Pronunciation amp; Intonation B. Word order

C. Grammar D. Cultural background difference

From the collection of data, we can see that 88.3 percent of students take Mandarin Chinese as the factor that affects English learning. On top of that, 66.7 percent of students think English Pronunciation is similar to their native language, 30 percent of them choosing Intonation. About Q21, 23.3% (A), 20% (D), 26.7% (C), 25% (D).

4. Language Transfer and Language Layers

Language transfer, an intricate linguistic and psychological phenomenon, refers to that language learners may apply mother tongue rules to handle the target language information in learning a second language because they have not learned or have forgotten its usage (Littlewood 25). The native language behavior habits have been formed, hence, when learning a foreign language, language learners will be affected by the migration patterns of behaviorism psychology. That is to say, the formation of new language habits are influenced by the certain ones(Xu Yulong 278). The language transfer has two kinds, including positive transfer and negative transfer. And it is also called language interference. When the relevant unit or structure of both languages are the same, linguistic interference can result in correct language production called positive transfer — “correct” meaning in line with most native speakers notions of acceptability. Negative transfer occurs when speakers and writers transfer items and structures that are not the same in both languages. “Positive transfer is conducive to language learning, while the negative transfer hinders it.”(Ellis 29) Uyghur native students, growing up around different languages and cultures, also can be affected from the language of Uyghur and Mandarin Chinese .

From the perspective of linguistic, it is a must to analyze linguistic aspect of transfer in order to study language transfer. Studies have shown that “It could occur at all levels of linguistic, such as phonological transfer, lexical transfer, discourse reading transfer pragmatic transfer.” (Xu Yulong 304) Meanwhile, “At the beginning of learning a foreign language, language learners are apt to make use of existing cognitive structures in mother tongue to analyze the speech in a foreign language. As a result, when using a foreign language, language learners are often likely to use some elements in mother tongue instead of others in a foreign language. In addition, the primary stage is more likely to generate language transfer than advanced stage.(Sajavaara 115)

As long as we have full understanding of layers and stages of language transfer as well as all sorts of different factors, we can realize explicit recognition of language transfer in learning a foreign language.

5. Language Transfer of Uyghur-native Students in English Learning

5.1 Phonetics

5.1.1Negative transfer

From the perspective of phonetic system, English and Uyghur are different types of language. English is an intonation language which relies on intonation to distinguish the meaning of a sentence. Uyghur belongs to a non-tone language. The number of phonemes and combinations are not the same. The differences of the phonological system are often the main factors which brings about phonetic transfer. Uyghur students are likely to mix up fricative consonants[s],[z],[θ],[ð] when they spell English words. By investigation, the author finds that nearly 20% of students misspell thousand, these, those into sousand, zese, zose because inter dentals do not exist in Uyghur.

Thus, due to the staid habits of pronounce stress in Uyghur, Uyghur-native students often pronounce football["fʊtbɔːl]], dining-hall["daɪnɪŋhɔ:l] into [fut"bɔl], [daɪnɪŋ"hɔ:l]. As is mentioned above, Uyghur is an non-tone language, but it has accent. Most disyllable and polysyllabic words lay the stress on the last syllable. That is why Uyghur-native students often make mistakes in this respect.

Apart from these, approximately 25% of Uyghur-native students omit the letter “e” when spelling the word ending up with an aphonic vowel “-e”. For example, stone-ston, machine-machin, knife-knif, ect.

In the dictation test, students often leave out one of the same two consonants. Eg. tomorrow-tomorw, impossible-imposible, progress-progres. In Uyghur, a word contains two consonants, both of them pronounced. From this term, the pronunciation of Uyghur has negative effect on spelling.

5.1.2Positive transfer

With the regard of language cognition and acquisition, Uyghur-native students have learned from the second language, so they are expert at recombining and recreating cognitive practices via comparing three languages. Mandarin Chinese is a kind of ideogram, much different from the pronunciation of Uyghur and Mandarin Chinese. However, Uyghur is much more alike to English in phonetic level. Both of them are composed of phonetic writing, including vowels and consonants. The similarity promotes the speed of memorizing English words. Therefore, students usually adopt native language notation to notate English vocabularies.

1. Chinese phonetic transfer

It refers to the method that Uyghur-native students memorize English words, affected by the L2(Chinese), put English words in the form of phonetic diagram into their L1 language systems.

Ex. English Chinese Uyghur

sofa 沙发 safa

humor 幽默 yumur

nylon 尼龙 nilon

salon 沙龙 salon

nicotine 尼古丁 nikotin

golf 高尔夫 golf

These vocabularies are transliterated by Han people during the course of learning English, which are indispensable part in Chinese. Uyghur-native students have comprehend these words before learning L3(English). When their teacher explains these transliteration words through Chinese, they can arouse the Chinese schema existing in their mind and store these English vocabularies in their memories.

Despite the fact that the speech sounds have changed influenced by Chinese phonetic transfer, students are able to keep new words in their mind efficiently by employing Chinese phonetic diagram forms..

B. Uyghur phonetic transfer

It points to the process that Uyghur-native students ascribe English vocabularies similar to their mother tongue to L1 linguistic systems. This categories of words are mostly about certain subjects.

Ex. 英语 维语

physics fizika 物理学

mathematics matimatika 数学

biology biologiya 生物学

geography jugrapiya 地理学

The followings are apart from the words related to subjects.

Ex. 英语 维语

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