張媛
摘 要 了解母語(yǔ)負(fù)遷移所引起的主要問(wèn)題,可以幫助學(xué)生有針對(duì)性地克服此類(lèi)錯(cuò)誤。本文對(duì)近年有關(guān)大學(xué)生英語(yǔ)寫(xiě)作中母語(yǔ)負(fù)遷移研究的文獻(xiàn)進(jìn)行分析,歸納了句法層面的常見(jiàn)錯(cuò)誤,便于學(xué)生及老師系統(tǒng)了解此方面問(wèn)題,并有針對(duì)性地進(jìn)行教學(xué),提高學(xué)生寫(xiě)作水平。
關(guān)鍵詞 母語(yǔ)負(fù)遷移 大學(xué)生英語(yǔ)寫(xiě)作 句法錯(cuò)誤
中圖分類(lèi)號(hào):H319.3 文獻(xiàn)標(biāo)識(shí)碼:A DOI:10.16400/j.cnki.kjdks.2015.05.022
Major Syntactic Error in College Students' English Writing
from Negative Transfer of Mother Tongue
ZHANG Yuan
(Sichuan Tourism University, Chengdu, Sichuan 610100)
Abstract Understanding of the main issues arising from negative migration, can be targeted to help students overcome such errors. This article about the College Students 'English Writing Negative recent migration research literature analysis, summarized the common errors syntactic level, to facilitate students and teachers to understand this aspect of the problem of the system, and for learning and teaching to enhance students' writing skills.
Key words negative transfer of mother tongue; college students' English writing; syntactic error
0 引言
在語(yǔ)言學(xué)習(xí)過(guò)程中,學(xué)習(xí)者的母語(yǔ)會(huì)對(duì)外語(yǔ)學(xué)習(xí)產(chǎn)生一定的影響,這種影響有積極的一面也有不利的一面,分別被稱(chēng)為“正遷移”和“負(fù)遷移”。①負(fù)遷移所造成的不利影響,需要學(xué)習(xí)者有意識(shí)的進(jìn)行克服。有關(guān)英文寫(xiě)作的研究發(fā)現(xiàn):只有讓學(xué)習(xí)者了解英漢在各個(gè)層面的差異,多做對(duì)比分析,才能逐漸克服母語(yǔ)的不利影響,減少母語(yǔ)對(duì)英文寫(xiě)作的干擾,提高其寫(xiě)作水平。②③④本文以母語(yǔ)負(fù)遷移在大學(xué)生英文寫(xiě)作句法層面的影響為研究對(duì)象,在文獻(xiàn)閱讀的基礎(chǔ)上,對(duì)負(fù)遷移在寫(xiě)作中所造成的句法錯(cuò)誤進(jìn)行總結(jié)歸納,主要錯(cuò)誤如下文。
1 句法錯(cuò)誤
1.1 缺少連詞
英語(yǔ)注重形合(hypotactic),漢語(yǔ)則是注重意合(paratactic)的語(yǔ)言。⑤意合語(yǔ)言中句子的邏輯關(guān)系通常不予明示,靠語(yǔ)境來(lái)體現(xiàn)。所以,在寫(xiě)作中中國(guó)學(xué)生會(huì)寫(xiě)出如下的句子來(lái):
you come, I will go.(你來(lái),我就走)
Tom is ill, he cant come to the party. (湯姆生病了,沒(méi)法來(lái)上課)
而正確的寫(xiě)法則是使用適當(dāng)?shù)倪B詞,如
If you come, I will go.
Tom is ill, so he cant come to the party.
1.2 主語(yǔ)錯(cuò)誤
中文句子的開(kāi)頭通常為主題,而這種主題很多時(shí)候并不能作英文句子的主語(yǔ)。由于缺乏對(duì)于中文主題和英文主語(yǔ)之間關(guān)系的意識(shí),很多中國(guó)學(xué)生會(huì)寫(xiě)出主語(yǔ)不當(dāng)或者錯(cuò)誤的句子,比如:
Many fields use computers.(許多行業(yè)都是用英語(yǔ))
IT industry appeared quite a few talents.(IT行業(yè)涌現(xiàn)了不少人才)
更為恰當(dāng)或者說(shuō)正確的寫(xiě)法為:
Computers are used in many fields.
Quite a few talents appeared in the IT industry.
1.3 時(shí)態(tài)錯(cuò)誤
中文是一個(gè)無(wú)時(shí)態(tài)的語(yǔ)言,動(dòng)作發(fā)生的時(shí)間通常以時(shí)間狀語(yǔ)的形式放在句子最開(kāi)頭,而動(dòng)詞本身并不發(fā)生任何改變;而英文中動(dòng)作的時(shí)間劃分更為細(xì)致,而且根據(jù)時(shí)態(tài)而產(chǎn)生的動(dòng)詞(包含助動(dòng)詞)變化,是中國(guó)學(xué)生學(xué)習(xí)過(guò)程中的難點(diǎn),而這一難點(diǎn)造成的錯(cuò)誤在英語(yǔ)寫(xiě)作中也很常見(jiàn),如:
When I was a child, I often go fishing with my father. (我小時(shí)候經(jīng)常和爸爸一起釣魚(yú))
Before we had dinner, we exchanged gifts.(晚飯前我們互換了禮物)
正確的寫(xiě)法為:
When I was a child, I often went fishing with my father.
Before we had dinner, we had exchanged gifts.
1.4 主謂一致錯(cuò)誤
英語(yǔ)句法中的主謂一致及其在中文句法中的缺失,也造成此方面的錯(cuò)誤并不鮮見(jiàn),這里就不一一列舉。
1.5 代詞使用錯(cuò)誤
代詞使用錯(cuò)誤的體現(xiàn)主要是兩方面,一方面是中文代詞使用量明顯少于英文,造成中國(guó)學(xué)生英文作文中主語(yǔ)缺失或過(guò)度重復(fù)名詞的錯(cuò)誤:另一方面是代詞使用與之前的名詞不一致。如:
China is a large country. Has a large population. (中國(guó)是一個(gè)大國(guó),人口眾多)
Tom said that if Jack didnt return the lamb to him, he would take Jack to the police. (湯姆說(shuō)如果杰克不把小羊還給他,就帶杰克去警局)
The milk has gone bad, so you cant drink them.(那些牛奶都?jí)牡袅耍荒芎龋?/p>
正確的寫(xiě)法為:
China is a large country. It has a large population.
Tom said that if jack didnt return the lamb to him, he would take him to the police.
The milk has gone bad, so you cant drink it.
1.6 中心詞與修飾語(yǔ)位置錯(cuò)誤
這一錯(cuò)誤主要體現(xiàn)在動(dòng)詞詞及名詞修飾語(yǔ)的位置錯(cuò)誤。如:
He very likes English. (他非常喜歡英語(yǔ))
He has a white little lamb. (他有一只白色的小羊羔)
正確的為:
He likes English very much.
He has a little white lamb.
1.7 某些句型的缺乏
中文句子如果有人參與的話(huà),則喜歡以人為句子主語(yǔ),而英文則不盡然。比如,想表達(dá)“我因病沒(méi)參加這次英語(yǔ)考試”,多數(shù)中國(guó)學(xué)生會(huì)說(shuō)“I didnt take the English test because I was ill”。而除了這種表達(dá)外,很少有人使用同樣很地道的表達(dá)“My illness prevented me from the English exam”。同理,也很少有學(xué)生會(huì)使用“His name escaped me”來(lái)表達(dá)“我記不起他的名字了”。
此外,中國(guó)人敘事多數(shù)按照時(shí)間順序依次排列事件,而英文很多時(shí)候不按時(shí)間順序,而是按照主次,使用從句排列時(shí)間。如:
He had flown in just the day before from Georgia where he had spent his vacation basking in the Caucasian sun after the completion o f the construction job he had been engaged in the South. (他在南方參加一項(xiàng)建筑工程,任務(wù)完成后,他就上格魯吉亞度假,享受高加索的陽(yáng)光,昨天才坐飛機(jī)回來(lái)。)
同樣的句子,多數(shù)中國(guó)學(xué)生的典型寫(xiě)法為:
He had been eng aged in a construction job, and after he completed it, he went to Georgia to spend his vacation basking in the Caucasian sun, and flew back just the day before.
2 結(jié)語(yǔ)
針對(duì)母語(yǔ)負(fù)遷移的研究都提出要針對(duì)錯(cuò)誤有目的地學(xué)習(xí),本文將母語(yǔ)負(fù)遷移在寫(xiě)作中句法層面的影響進(jìn)行總結(jié),便于教師及學(xué)生明確差異,避免錯(cuò)誤,并通過(guò)反復(fù)練習(xí)來(lái)提高學(xué)生的寫(xiě)作水平。
本論文為四川省教育廳青年基金項(xiàng)目(英語(yǔ)寫(xiě)作中句法層面的母語(yǔ)負(fù)遷移研究——以高職高專(zhuān)為例12SB085)的階段成果
注釋
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③ 張琳琳.透視大學(xué)英語(yǔ)寫(xiě)作中母語(yǔ)文化的負(fù)遷移現(xiàn)象.南陽(yáng)理工學(xué)院學(xué)報(bào),2012.5.4(3):51-54.
④ 李松濤.中西思維模式差異對(duì)大學(xué)生英語(yǔ)寫(xiě)作中語(yǔ)篇組織的影響.外語(yǔ)教學(xué),2005.3.26(2):52-55.
⑤ 林大津.跨文化交際研究[M].福州:福建人民出版社,1999.