manipulating-chinese-transfer-in-high-school-efl-speaking-teaching-toward-a-contrastive-analysis-bas.doc

Manipulating Chinese Transfer in High School EFL Speaking Teaching: Toward a Contrastive-Analysis-based Integrated Approach
Abstract
In current middle school spoken English (voice) teaching, though teachers often use a variety of new teaching ideas and methods based on the interaction hypothesis and cooperative learning theory, they can not reasonably process the relationship between Chinese (voice) and oral English acquisition, with the result of leading to the middle school students' oral English learning cannot avoid negative transfer of Chinese or make full use of the positive transfer. At the same time, in oral English teaching in middle school study, although scholars take the full use of various of new research perspective in-depth to study the relationship between Chinese and English learning based on the interaction hypothesis and cooperative learning theory relatively, the research so far has the shortcomings as follows, the philosophy guiding is not comprehensive, the theoretical method basis pursuing is novel, make excessive use of to quantitative analysis of empirical research, despise of theory inquiry and prefer to make the research of qualitative analysis of empirical research.
The research target of this paper is for middle school spoken English (voice) existing in teaching practice that can not reasonably deal with the relationship between the influence of Chinese and English learning. So that it leads to the result that the students can not avoid negative transfer of Chinese language, and they can not make full use of the positive transfer of English learning. Aiming at the phenomenon that the philosophical guidance related research in spoken English teaching in middle schools lacks of comprehensive and systematic theory,and some problems which has been told above, such as the theoretical method basis pursuing is novel, make excessive use of to quantitative analysis of empirical research, despise of theory inquiry and prefer to make the research of qualitative analysis of empirical research, this paper takes the dialectical system to modern system science in the prevailing view as the instruction, take the classical theory of contrastive analysis method as the main basis, adopt the achievement of contrastive study of English and Chinese speech, take the comprehensive method of theoretical research program which the deductive reasoning is the core theory combined with empirical research procedures which the qualitative analysis is the core theory, explore the viewpoint, theory methods and procedures of comprehensive regulation of positive and negative transfer of Chinese middle school English teaching, in order to form and verify a spoken English Teaching in middle school which is mainly based on the comparative analysis of Chinese transfer comprehensive regulation method.
The study of this paper is expected to have practical and academic significances. In practice, the results of this study will be useful to solve the existing in the current middle school oral English teaching practice that can not reasonably deal with the influence of Chinese and English oral language acquisition. Then it results in middle school students' oral English learning can not avoid negative transfer of Chinese or make full use of the positive transfer, so it has a great practical value. Academically, the research approaches of this paper helps to solve the existing in the current oral English teaching in middle School the guiding ideology is not systematic, the theoretical basis is simply the pursuit of novelty, make excessive use of the quantitative analysis which exists mainly an empirical study, belittle the theory research and take the qualitative analysis of empirical research as the main research, so it has a certain academic value.
Key words:
high school EFL speaking teaching; Chinese transfer management; systemic thinking; Contrastive Analysis

中文摘要
在当前的中学英语口语（语音）教学中，教师虽然经常采用基于互动假设、合作学习理论方法的等各种新式的教学观念和手段，但是却往往不能合理地处理汉语（语音）影响与英语口语习得的关系，导致了中学生英语口语学习中不能尽量避免汉语负迁移、不能充分利用正迁移的问题。同时，在中学英语口语教学相关研究中，学者们虽运用了基于互动假设、合作学习理论方法等各种较新研究角度对汉语影响与英语口语学习的关系予以较为深入的探讨，然而迄今的研究却存在着哲学指导不够系统综合、理论方法基础追求新异、过分使用以定量分析为主的实证研究、轻视理论探究和以定性分析为主的经验研究等各类问题。
本文的研究面向中学英语口语（语音）教学实践中存在的不能合理处理汉语影响与英语学习的关系，导致中学生英语口语学习中不能尽量避免汉语负迁移、不能充分利用正迁移的现状，针对中学英语口语教学相关研究中存在的哲学指导不够系统综合、理论基础单纯追求新异、过分使用以定量分析为主的实证研究、轻视理论探究和以定性分析为主的经验研究等各类问题，以当代系统科学中盛行的辩证系统观为指导，以经典的对比分析理论方法为主要基础，并参照英汉语音对比研究的成果，采用以演绎推理为主的理论研究程序与以定性分析为主的经验研究程序相结合的综合方法，对中学英语口语教学中汉语正负迁移调控的观点、理论、方法和程序进行较为综合的探讨，以形成并验证一套主要基于对比分析的中学英语口语教学中的汉语迁移综合调控方法。
本文的探讨可望具有实践和学术的双重意义。在实践上，本文的研究成果将有助于解决当前中学英语口语教学实践中存在的不能合理处理汉语影响与英语口语习得的关系，导致中学生英语口语学习中不能尽量避免汉语负迁移、不能充分利用正迁移的问题，因而具有较大的实践价值。在学术上，本文的研究途径有助于解决当前中学英语口语教学相关研究中存在的指导思想不够系统综合、理论基础单纯追求新异、过分使用以定量分析为主的实证研究、贬低理论探究和以定性分析为主的经验研究等各类问题，因而具有一定的学术价值。
关键词：中学英语口语教学；汉语迁移调控；辩证系统观；对比分析
目 录
Abstract 2
中文摘要 4
Chapter one Introduction 7
1.1 The practical background and the theoretical background 7
1.2 The research object and theory method 9
1.3 The content and structure of this paper 12
Chapter two Literature 15
2.1 The foreign related subject current research status 15
2.1.1 The early behavioral research 15
2.1.2 A study of the universal grammar theory and the perspective of cognitive linguistics 16
2.1.3 The cross language influence research 17
2.1.4 The characteristics study of language transfer 19
2.1.5 The enlightenment of the language transfer research on foreign language teaching and research 19
2.2 The domestic related issue current research situation 20
2.3 The achievements of the present research and existing problems 22
Chapter three Put forward the method of Chinese transfer comprehensive adjustment and control based on comparative analysis of the Chinese language teaching in middle school English teaching 24
3.1 The viewpoint and theory of Chinese transfer comprehensive adjustment and control based on the contrastive analysis of the Chinese language teaching in middle school English teaching and learning 24
3.1.1 Comparative analysis hypothesis and its method theory 24
3.1.2 The language transfer theory 27
3.2 The method and procedure of Chinese transfer comprehensive adjustment and control based on the contrastive analysis of the Chinese language teaching in middle school English teaching and learning 31
3.2.1 The contrastive analysis of Chinese and English pronunciatio 31
3.2.2 The prediction and control of the positive and negative transfer theory 35
3.3 The effect hypothesis of Chinese transfer comprehensive adjustment and control based on the contrastive analysis of the Chinese language teaching in middle school English teaching and learning 37
Chapter four The verification of Chinese transfer comprehensive adjustment and control based on comparative analysis of the Chinese language teaching in middle school English teaching 38
4.1 Research design 38
4.1.1 Research object 38
4.1.2 Research tools 38
4.1.3 Research process 40
4.2 Analysis and discussion 41
4.2.1 The influence of Chinese pronunciation on English pronunciation 41
4.2.2 The positive and negative transfer of Chinese pronunciation initial consonant to English consonant phonemes 43
4.2.3 The influence of positive and negative transfer of Chinese pronunciation vowel on the English vowel phoneme 45
4.2.4 The positive and negative transfer of Chinese pronunciation to English pronunciation and intonation 48
4.2.5 Improve the teaching effect of English pronunciation teaching by using the positive transfer of the Chinese phonetic alphabet 51
4.2.6 The significant test result of questionnaire of differences in the high and low scores of spoken English 53
4.2.7 The effect of the intention in the language transfer 54
4.2.8 The contrast with the effect of teaching on language transfer 56
4.3 Conclusion 57
Chapter five Conclusion 59
5.1 The summary of this research 59
5.2 The value and limitations of this research 60
5.2.1 The limitation of the sample scope 60
5.2.2 The limitation of the research process 60
References 62

Chapter one Introduction
1.1 The practical background and the theoretical background
At present, in our country, the middle school English spoken language teaching has become the teaching difficulty, and the relative study effect is not the ideal. With the increasing of academic pressure, when students enter into middle school, they become cold to the oral English study, that is to say that they liked spoken English before while it becomes very difficult for them to speak, and even they become some offensive to learn oral English. From the viewpoint of development, a lot of middle school students can not reach the outline of oral English learning, and the overall feeling is to progress slowly. What are the causes of this phenomenon? Is the problem of curriculum setting, or is it a problem for teachers to teach? On the face of it, they are not. At present, a lot of middle school students cultivate the ability of oral communication as the key. In various aspects such as teacher's configuration, the arrangement of curriculum content and after-school activities have given been high attention. So, it is necessary to simply refuse and improve middle school students' oral English skills, and it is also necessary to define constraints of Chinese middle school students to improve oral English. To find out the relative reasons, the weak link of the middle school students' oral English can be overcome.
Since entering the 21st century, with the trend of economic globalization haing become the world's mainstream, international exchange and international trade have become more and more frequent. English is becoming more and more popular, and causes extensive craze in most countries. Especially in China, English is taken as a second language which has been incorporated into the syllabus. People of all ages, from infants to the elderly have begun to learn English. Not only so, in China, the vast majority of school require students to must be through the English four levels, and a lot of enterprises and institutions in the recruitment will also give priority to employment foreign language skills good candidates. At the same time, the teaching of English, as an emerging industry in China quickly developes, all kinds of foreign language training institutions, and foreign language learning software layer emerge in an endless stream.But the people who really use English as a second language to their life are less and less. The reason exists in that people in learning a second language will always avoid the influence of not negative transfer of mother tongue. In learning English, Chinese students may feel the Chinese mother tongue influence is inevitable, especially in the primary stage, and language transfer has been the linguists in Applied Linguistics and the second language acquisition, what's more, language teaching research in the field of the problem exists at least one hundred years.
The phenomenon of language transfer in the two language acquisition is caused by the negative transfer of the mother tongue. (Ellis, 1999:152) Based on the study of Chen Deliang, a large number of studies are on the acquisition of the Second Language Acquisition have focused on the effects of negative transfer (i.e., interference). (Chi Chan, 2002:50) The reason that causes China by negative transfer errors accounts for 51% of English learners' corpus Chinese expression error. These errors occur in all aspects of language, such as the native language, culture, and thinking.
The influence of mother tongue is very great, especially on the negative transfer of learners' second language acquisition which is undeniable, and it has become the domestic and foreign research theoretical and empirical focus. However, scholars pay more attention to reading and writing of the target language, but not the interference of the target language in the oral cavity. The traditional error analysis of spoken English is lack of data to support the theory. In this study, the author analyzes the negative transfer of the mother tongue in the oral performance of the students. Therefore, this study will bring new perspectives and experiences to enrich the learning of the second language. Scholars and researchers can better understand the development of oral English in Chinese students and the distribution of oral errors which are caused by negative transfer of mother tongue in order to achieve rapid and effective training students' spoken English ability.Moreover, the improvement of oral English teaching and the improvement of students' oral English ability have certain requirements on the current situation of spoken English. The influence of negative transfer of mother tongue on the second language learning is undeniable. Many linguists home and abroad focus on the study of mother tongue negative transfer in second language acquisition, and they've got great achievements, however, many such studies all attach great importance to the writing and reading, not spoken English. On the basis of the research of domestic and foreign achievements, this paper studies the negative transfer of the mother tongue to the students' oral English learning.
The main purpose of this paper is to introduce the negative transfer of mother tongue to affect our oral English ability, so that we can provide some reasonable oral English expression suggested, and avoid the influence of negative transfer in the maximum extent, what's more, gradually we improve students’ English quality of oral expression. Therefore, the research of this paper is expected to have a practical and academic significances as well. In practice, the results of this study will help to solve the existing in the current middle school oral English teaching practice which can not reasonably deal with the influence of Chinese and English oral language acquisition, resulting in middle school students' oral English learning that can not avoid negative transfer of Chinese,or make full use of the positive transfer, so it has great practical value. Academically, the research approaches of this paper can help to solve the existing in the current oral English Teaching in Middle School of the guiding ideology that is not systematic, and Theoretical basis is simply the pursuit of novelty, excessive use of the quantitative analysis of all kinds of problems which are mainly an empirical study, in order to belittle the theory research and the qualitative analysis of empirical research. So this subject has a certain academic value.
1.2 The research object and theory method
The object of this study is the group of students, study the phenomenon of Chinese transfer in English oral English teaching, and put forward the measures and measures to control it.
The basic train of thought of the research is as follows: taking Dialectical system of modern system science in the prevailing view as a guide and the classical contrast analysis method as the main basis;