Chapter one Introduction
1.1Research background
Vocabulary is of central effect to language acquisition and the typical languagetransfer. As Wilkins (1978:245) said, “Without grammar, little can be conveyed; withoutvocabulary, nothing can be expressed.” While grammar seems finite, vocabulary infact is infinite.There has been an ever-increasing boom in L2 vocabulary research since the lasttwenty years, presented in a number of books and journals published (Read, 2017).Some books(e.g. Allen, 1982; Carter & McCarthy, 1988) give comprehensive coverageof theory, research and practice related to L2 vocabulary teaching and learning. Amongthe papers published, from vocabulary itself (e.g. Laufer, 1977) to instruments likedictionaries or notebooks used, previous researches almost covered all aspects ofvocabulary acquisition. As for classroom activities, quantities of implications weregiven to make effective vocabulary acquisition, for example, inferring meaning fromcontext (e.g. Jenkins, Matlock & Slocum, 1989). As a matter of fact, the acquisition ofthe vocabulary of a second language is quite challenging. What is more, there is nosatisfactory research which can explore deeply in to the nature of EFL (English asforeign language) vocabulary acquisition.However, the present paper does not review those kinds of activities separately.Instead, it introduces the studies on vocabulary teaching procedures and the relationshipbetween vocabulary recognition and production, which are used to help college studentscommand and apply vocabulary more quickly in limited class time and get past Cet-4more easily
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1.2The Purpose and Significance of Language Transfer Research
The primary aim of this study is out of the following considerations. To begin with,as both a learner and college teacher, the author herself has a deep feeling for the greatinfluence of the MT on foreign language vocabulary acquisition the non-English majorsfaced, especially the obstacles in mastery of vocabulary in CET-4 and CET-6. AlthoughChinese college students have already well grasped the systematic knowledge of the MTbefore they started learning English, MT has a certain influence on the way a secondlanguage is learned and used. Secondly, there is still an obvious absence ofinvestigations on positive transfer about the measures which help prompt the L1 effectto L2 learning.Theoretically, the present study centeres on the interrelation between L1 and L2 inlexis acquisition and it is expected that this research achievement can be of suggestiveadvice in the comprehension of L1 effect. Besides, as no agreement on the role of L1,like comprehension and production skills being created, it is hoped that the “hot” test inthis study can clarify and specify the function of mother tongue to some degree in theaspect of L2 vocabulary acquisition.
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Chapter Two Literature Review
2.1 Review on Transfer Studies
In this chapter, the theories of language transfer, contrastive analysis, interlanguageand markedness are to be discussed in great detail with their major assumptions, theirdevelopment, their significance, limitation and other related concepts. Discussion on language transfer begins with the research among Americanlinguistics in the 1940s and 1950s. Yet while the work from Charles Fries, Robert Lado,and others was absolutely a vital catalyst for subsequent ，英语论文，英语论文
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