汉语对中国大学生使用英语介词in和on的影响-外国语言学与应用语言学专业论文.docxVIP

ii ii 2）母语迁移对写作组或口语组影响程度呈动态曲折变化。对于介词 in 的习 得，三次作文组语料显示，受母语迁移的表达所占比例为 44.3%、69.6% 和 %；三次口语组语料显示，受母语迁移的表达所占比例为 63.3%、69.2% 和 78.6%。对于介词 on 的习得，三次作文组语料显示，受母语迁移的表达所占比例 为 58.1%、47.1% 和 69.6%；三次口语组语料显示，受母语迁移的表达所占比例 为 50%、54.8% 和 32.1%。 3）随着中国学习者在英语水平提高，母语的正向或者负向迁移没有呈现规 律性的增加或者减少，而是呈波动状态。 关键词：母语迁移 中介语 介词 英语水平 iii iii Abstract English prepositions are characterized by polysemy, multi-functions and high frequency, which challenge Chinese EFL learners even at the advanced level. L1 Chinese has influence on Chinese students’ acquisition and use of English prepositions due to the similarities and differences between Chinese and English in terms of prepositions. Within the framework of cognitive linguistics, the present research aims to investigate the question of how the first language influences the acquisition of prepositions in and on in Chinese-English interlangauge, how the positive and negative transfer make that work, and find out if the L1 transfer changes as learners become increasingly proficient in English written and oral narratives. Until now, the influence of L1 transfer has been largely treated as a you-know-it-when-you-see-it phenomenon. Jarvis (2010) proposes a unified methodological framework for investigating cross-linguistic influence. According to the framework, there are four types of the potential L1 effects that must be considered in any rigorous investigation of transfer, namely, intra-L1-group homogeneity in learners’ IL performance, inter-L1-group heterogeneity in learners’ IL performance, congruence between learners’ L1 and IL performance, and intralingual contrasts. The present study provides qualified evidence of these types of L1 effects. Two groups of Chinese subjects of the first year in college participated in the study, namely, written group and oral group. In each of them, there were 15 students from Qufu Normal University and 15 students from Xi’an University of Post and Telecommunications. The two groups respectively participated in three