| 跟着经济和文明的成长,中国有愈来愈多的人努力于控制一门以上的外语。许多年夜学的本国语学院都开设了一门新的?课——第二外语。折半以上的中国英语系年夜先生斟酌到他们之前的进修经历,将法语作为他们的第二外语。由于他们认为,因为英语和法语具有很多类似的地方,学起来应当会更轻易。英法双语中确切存在着很多的雷同点。但是,许多英语系先生却在法语习得的进程中表示地其实不好,特殊是法语代词的习得。本文将对英语对法语代词习得的正迁徙和负迁徙景象做出研究。起首,本文回想了本事域之前业已获得的造诣。很多国际外的学者和说话学家都在三语习得范畴做了许多研究任务。他们测验考试比拟和比较现存的说话并为比较说话学奠基了实际基本。个中一些专家比拟了英语和法语,并尽力找出其类似性和差别性,在辞汇、语法和句法方面都有所触及。然则,在英法双语代词比拟方面,还缺少周全和深刻的研究。本文就是对这一成绩的弥补。其次,本文的实际基本之一为比较剖析实际。某些品种的英语代词在法语中其实不存在,异样,某些品种的法语代词在英语中也不存在,好比副代词和中性代词。某些双语中都存在的同种代词却有着判然不同的用法。某些品种的代词在双语顶用法类似,词形却相去甚远。有些和代词相干的说话景象仅见于法语,好比省音。以上各种,都须要我们的特殊存眷再次,差别其实不老是招致艰苦和毛病。是以,我们必需辅以实证研究,以验证在真实说话情况中涌现的状态。柯德在1974年提出了毛病说明的框架并将毛病分红了三个年夜类,即搅扰性毛病、语内毛病和成长性毛病。在本文的研究前提下,搅扰性毛病和英语说话迁徙更加相干,是以本文将更进一步剖析搅扰性毛病。为了使研究更加迷信,本文将应用沙赫特和克莱斯的实际框架。他们将搅扰性毛病进一步划分为过度类推毛病、构造性迁徙毛病和中介语或语内毛病。本文搜集了36名来自廊坊师范学院英语专业英语系年夜四先生的说话测试数据。本测试共包含六部门,总耗时约40分钟。测试中涌现的毛病被搜集和整顿以后,按过度类推毛病、构造性迁徙毛病和中介语或语内毛病分类。受试的法语代词习得明显遭到其第一外语英语的作用,并且这三品种型的毛病散布比拟平衡。在本文的最初,提出了一些无益的教授教养启发和进修办法。 Abstract: With the growth of economy and civilization, there are more and more people trying to control a foreign language. For many years the University Language Institute have set up a new course -- the second foreign language?. More than binary Chinese English major university student consider experiences to their previous learning and French as their second language. Because they think, because English and French have a lot of similar places, it should be easier to learn. There are a lot of similarities in English and French. However, many English Majors in the process of the acquisition of French, in fact, is not good, especially the acquisition of French pronouns. This paper will make a research on the positive and negative transfer of English to French. Above all, this article is about the accomplishments that have been acquired before the ability to. Many international scholars and linguists have done a lot of research in the three language acquisition. They test the comparison and comparison of the existing language and for the comparative study of the basic theory of the basic. Some of the experts compared to English and French, and try to find out their similarities and differences, in terms of vocabulary, grammar and syntax have touched. However, in the comparison of the British and French bilingual pronouns, it is also lack of comprehensive and profound research. This article is to make up for this score. Secondly, this paper is one of the practical basic of the comparative analysis of the actual. Some varieties of English pronouns do not exist in French, and some varieties of French pronouns do not exist in English, such as the deputy and neutral pronouns. Some are in the same bilingual pronouns are entirely different. Some kinds of pronouns are similar in bilingual top usage, but a far cry from the word. Some of the words that are related to the pronoun are only in French, like the sound of a province. All of the above, we need to pay special attention to the special attention again, the difference does not always lead to the difference between the hard and the problem. In order to verify the status of the real situation, we need to be supplemented by empirical research. Codd in 1974 presents problems illustrate the framework and fault dividends three of the eve of the class that disturb faults, language faults and growth faults. Under the premise of this research, the trouble of faults and English speaking migration more coherent, is in this paper will further analyze the interference problems. In order to make the research more scientific, this paper will use the actual framework of Schacht and Chris. They will make errors are further divided into something constructive, overgeneralization and Interlanguage migration problems or problems in language. In this paper, we have collected 36 English speaking test data from four students from Langfang Teacher's College. This test consists of six departments, with a total time of about 40 minutes. The problems in the test are collected and rectified, and so on. The acquisition of French pronoun is obviously affected by the first foreign language English, and the three varieties of the problem of the distribution of the more balanced. At the beginning of this paper, some useful teaching and learning methods are proposed. 目录: |
