Abstract: Through a combination of qualitative and quantitative analysis as well as under the help of Error Analysis, syntactic errors in an empirical study were analyzed to find their distribution and causes, which were caused by negative transfer of mother language in the C-E translation among 40 junior English majors’ exercises who are from the foreign language school of Changzhou University. Through this research, this thesis has solved the questions arisen in the passage:
1)There are mainly six syntactic errors occurring, which are on the passive voice, inversion, noun clause, attributive clause, adverbial clause and emphasis levels.
2)The main reason for these syntactic errors is negative transfer of mother language.
3)Some suggestions are put forward to both learners and teachers, which can help the learners be more aware of the negative transfer and improve their translating ability.
It is found that errors in passive voice take up the first place, which amounts to 25.54%, then follows the inversion, clause of different types and inversion. This thesis reveals that negative transfer has a great influence on the English Major students’ C-E translation. Some implications about learners and teachers are brought out and some limitations on this thesis are followed.
Key Words: negative syntactic transfer; error analysis; Chinese- English translation
摘 要：该篇文章采取定性略论和定量略论相结合的措施，英语毕业论文，同时借助错误略论的指导， 通过略论常州大学外国语学院40名英语系学生的汉英翻译练习这一实证中的由于母语负迁移产生的句法错误来找出它们的分布和成因。通过该探讨，该文章解决了以下问题：
(1)主要有六种句法错误发生，包括被动语态、倒装、名词从句、定语从句、状 语从句和强调。
(2)引起这些错误的主要原因就是母语负迁移。
(3)关于二语学习者和老师都提出了一些建议，它们可以帮助二语习得者意识到母语负迁移现象的存在，同时也可以提高他们翻译的水平。
探讨发现被动语态错误占了第一位，约25.54%，英语毕业论文，接下来是倒装、各种从句和强调。它揭示了负迁移对英语系学生的汉英翻译有着非常重要的作用，接着提出了对学习者和教师的一些启示和本文存在的一些不足。
关键词：句法负迁移；错误略论；汉英翻译
The learning of a second language is a complicated process. During the learning and teaching of the study, the significance of language transfer has always been a controversial topic. Originally, transfer is a basic term in psychology, which refers to the phenomenon that previous knowledge being extended to a new area of knowledge, just as the influence of learning one thing and then of learning another thing. |
