Contents?FirstLanguage,SecondLanguage,andForeignLanguage

?AcquisitionandLearning?Interlanguage?CompetenceandPerformance?Fossilization?LanguageTransfer?InputandOutput?VariabilityContents?FirstLanguage,SeCompetenceandPerformanceItisadistinctionintroducedbyChomskyintolinguistictheorybutofwiderapplication.CompetenceandPerformanceCompetenceandPerformance

Competencereferstoaspeaker'sknowledgeofhislanguageasmanifestinhisabilitytoproduceandtounderstandatheoreticallyinfinitenumberofsentencesmostofwhichhemayhaveneverseenorheardbefore.能力是指一個語言習得者在他的語言知識上顯示出他能夠理解并能夠產(chǎn)出之前從沒見過或聽說過的句子。CompetenceandPerformanceComCompetenceandPerformancePerformancereferstothespecificutterances,includinggramaticalmistakesandnon-linguisticfeaturessuchashesitations,accompanyingtheuseoflanguage.Itistheactualproductionoruseoflanguagesuchasspeaking,writing,orthecomprehension(listening,reading)oflinguisticevents這實際上是說寫或者語言界中的理解（聽看）等方面的產(chǎn)出與運用CompetenceandPerformanceCompetenceandPerformancerelationscomprehension(listeningandreading)≠competenceproduction(speakingandwriting)≠performanceCompetenceandPerformancerel（secondlanguageacquisition)

comprehension(indirectly)

competence

superiortopriorto(internal)production(directly)comprehensionperformance(external)productionCompetenceandPerformanceCompetenceandPerformanceFirstLanguage,SecondLanguage,andForeignLanguageFirstLanguagereferstothemothertongueonelearnsduringchildhoodFirstLanguage,SecondLanguageFirstLanguage,SecondLanguage,andForeignLanguageSecondLanguagereferstothelearningofanadditionallanguageafterlearnershaveacquiredtheirmothertongue.FirstLanguage,SecondLanguageFirstLanguage,SecondLanguage,andForeignLanguageForeignLanguageisanadditionallanguagetaughtandlearnedinanon-targetlanguageenvironment.FirstLanguage,SecondLanguageFirstLanguage,SecondLanguage,andForeignLanguageGroup1Group2firstlanguagesecondlanguageFirstlanguageSecondlanguageMothertougueForeignlanguageNativelanguageNon-nativelanguagefirstlanguagevssecondlanguage1.secondlanguageisacquiredlaterthanafirstlanguage2.secondlanguagehaslowerproficiencylevelthanthatoffirstlanguageFirstLanguage,SecondLanguageFirstLanguage,SecondLanguage,andForeignLanguage

similaritiesanddifferencescategoriessecondlanguagefirstlanguageSpeedlearningisslowacquisitionisrapidStagessystematicstagesofdevelopment系統(tǒng)發(fā)展階段systematicstagesofdevelopmentErrorcorrectionnotdirectlyinfluentialnotinvolvedDepthofknowledge(thewholeisgreaterthantheparts;toabletoconstructcorrectutterances)beyondthelevelofinputbeyondthelevelofinputSuccessnotinevitable(possiblefossilization)inevitableLevelofattainmentrarelyfullysuccessfulfullysuccessfulFirstLanguage,SecondLanguageFirstLanguage,SecondLanguage,andForeignLanguageSencondlanguagevs

Foreignlanguagebasicsimilarity:non-nativelanguagebasicdistinction:education,govermentorbusiness(ESL)geographicalcontextlittleexposuretonativeuseofthelanguageorfewopportunities(EFL)FirstLanguage,SecondLanguageAcquisitionandLearningThedistinctionbetweenacquisitionandlearningisformallymadebyS.Krashen.AccordingtoKrashen,acquisitionreferstosubconsciouslearninginthenaturalenvironmentthatisnotinfluencedbyexplicitinstructioninasecondlanguage'srulesandsystemorabouterrors(1985)AcquisitionandLearningAcquisitionandlearningLearningisaconsciousprocessoflanguagedevelopmentthatistheresultofintendedandexplicitinstrutioninasecondlanguage'srolesandsystemorabouterrorsinanartificialenvironmentsuchasaformallanguageclassroomAcquisitionandlearningAcquisitionandlearning

Acquisition

LearningImplicit,subconsciousExplicit,consciousInformalsituationsFormalsituationsPickingupalanguageKnowingaboutlanguage

Usesgrammatical“feel”UsesgrammaticalrulesDependsonattitudeDependsonaptitudeStableorderofacquisitionSimpletocomplexorderoflearningAcquisitionandlearningComprehensibleinputisahypothesisfirstproposedbyStephenKrashen(1981).Hepurportsthatlearnersacquireasecondlanguagebyhearingandunderstandingmessagesthatareslightlyabovetheircurrentsecondlanguagelanguagelevel.ComprehensibleInputorOutputComprehensibleInputorOutputComprehensibleInputorOutputSecondlanguageresearchersbelievethatlearnersneedopportunitiestopracticeattheirlevelofsecondlanguagecompetency.Thispracticewithsecondlanguage-speakingpeersiscalledComprehensibleOutput.ComprehensibleInputorOutputComprehensibleInputorOutput

Cooperativelearninggroupsareonewayfornewlearnersofasecondlanguagetoreceiveplentyofunderstandableinputandproduceunderstandableoutput.Herearefivereasonswhy:ComprehensibleInputorOutputComprehensibleInputorOutput1)Asmallgroupsettingallowsformorecomprehensibleinputbecausetheteacherorclassmatesmodifyoradaptthemessagetothelisteners'needs.2)Speakerscanmoreeasilycheckontheunderstandingofthelistener.3)Thereismoreopportunityfororalpracticeandforrepetitionofcontentinformationaspeershelpnewlearnersofasecondlanguagenegotiatemeaning.ComprehensibleInputorOutputComprehensibleInputorOutput

4)Studenttalkinasmallgroupiscenteredonwhatisactuallyhappeningatthemomentataskisbeingperformed.5)Feedbackandcorrectionarenon-judgmentalandimmediate.ComprehensibleInputorOutputInterlanguageInterlanguage,coinedbyLarrySelinker,isanemerginglinguisticsystemthathasbeendevelopedbyalearnerofasecondlanguagewhohasnotbecomefullyproficientyet,butisonlyapproximatingthetargetlanguage:preservingsomefeaturesoftheirfirstlanguageinspeakingorwritingthetargetlanguage.InterlanguageInterlanguageThepurposeofInterlanguagestudyistoseektheprincipleofthenaturalorderoflanguagelearningandprovideatheoreticalbasisfortheorganizationofclassroomteachingandselectionofteachingmaterials.InterlanguageInterlanguageAccordingtoSelinker,thetheoreticalbasisofInterlanguageisthatlearnersarelookedonnotasproducersofmalformed,imperfectlanguagefullofmistakes,butasintelligentandcreativebeingsproceedingthroughlogicalsystematicstagesofacquisition.Byagradualprocessoftrialanderrorandhypothesistesting,learnersslowlyandtediouslysucceedinestablishingcloserandcloserapproximationstothesystemusedbynativespeakersofatargetlanguage.InterlanguageVarialityThetwoimportantfindingsoversecondlanguageacquisitionresearchoverthepastfewdecadesare:1)secondlanguageacquisitionishighlysystematic,and2)secondlanguageacquisitionishighlyvariable(Selinker,1994).VarialityVarialityBysystematicity,wemeantherouteofsecondlanguagedevelopmentissystematicandsecondlanguagelearnersfollowroughlythesamefivestagesofacquisition(Lardiere,2007:23).Stage1:TheSilentStageStage2:TheEarlyProductionStageStage3:TheSpeechEmergenceStageStage4:TheIntermediateProficiencyStageStage5:TheAdvancedProficiencyStageVarialityBysystematicity,weVarialityByvariability,wemeanthateithertherateofthelearningprocess(thespeedatwhichlearnersarelearningasecondlanguage),ortheoutcomeofthelearningprocess(howproficientlearnersbecome),orbotharevariedThevariabilitycanbeunsystematicorsystematicintermsofroute,rateandoutcomeofacquistion.VarialityFossilizationItreferstothephenomenoninwhichsecondlanguagelearnersoftenstoplearningeventhoughtheymightbefarshortofnative-likecompetence.Thetermisalsousedforspecificlinguisticstructuresthatremainincorrectforlengthyperiodsoftimeinspiteofplentifulinput(e.g.,inimmigrantspeakerwhosefluentsecondlanguagestillcontainsnon-targetlikestructure).FossilizationFossilization

AccordingtoSelinker（1972），fossilizationappearthroughfivecentralprocesses:1)Languagetransfer

2)Transferoftraining3)Learningstrategies4)Communicationstrategies

5)OvergeneralizationFossilizationFossilization

Selinker(1992)

summarizedeightfeaturesoffossilizationinsecondlanguagelearning:

1)

Itcanbeconscious;

2)

Itisnotexperiencedasaproblembytheindividuallearner;

3)Itisdeeplyconnectedtotheideaofpurpose;

4)Itcanbedeterminedbypersonalcharacteristics,suchascognitivestylesorrisktaking;FossilizationFossilization

5)

Itisdeeplyrelatedtopsycho-socialfactorsuchasmotivation;6)

Itischangeable,andcanbemodifiedifpurposesandfactorsvary;7)

Itisdifficulttoeradicate;8)

Itisunpredictable.

FossilizationTransferistheprocessofusingknowledgeofthefirstlanguageinlearningasecondlanguage(Odlin,1989).Transfercanbepositiveandnegative.LanguageTransferLanguageTransfer1)Positivetransfer

Positivetransferoccurswhenpriorknowledgebenefitsthelearningtask.Notalleffectsoflanguagetransferarenegative-indeed,wemayconsiderthatwithoutsomelanguagetranster,therewouldbenosecondlanguagelearning.Wherelanguagearehistoricallyandlinguisticallyrelatedtoeachother,thepositiveeffectsoftransfermaybeobvious.LanguageTransferLanguageTransfer1)PositivetransferForexample,ChineseconstructionSVOiseasilyunderstoodandpositivelytransferredintoEnlish.Positivetransferistermedasfascilitationandfacilitateslearning.

1.我學英語(S+V+O)2.IstudyEnglish(S+V+O)

Itisexceedinglyimportanttorememberthatthenativelanguageofasecondlanguagelearnerisoftenpositivelytransferred.ChinesestudentsofEnglishcaneasilyunderstandthemeaningandconstrctionoftheEnglishsentenceandmakethepositivetransferbecausetheChinesesentenceisthesameinstructureastheEnglishone.LanguageTransferLanguageTransfer2)Negativetransfer

Nagativetransfer,alsotermedasinterference,occurswhenthefirstlanguageinterferesforeignlanguagelearning,previousperformancedisruptstheperformanceonasecondtaskandleadstoerrors,oracertainruleorprincipleinthetargetlanguageisincorrectlyappliedtoanotherlearningsituationandleadstoerrors.LanguageTransferLanguageTransfer2)NegativetransferForexample1Idon'tknowwhoisshe.Idon'tknowwhosheis.(correct)2Althoughheisoversixty,butheinsistsoncleaningthehouseallbyhimself.(wrong)

Althoughheisoversixty,heinsistsoncleaningthehouseallbyhimself.(correct)LanguageTransferLanguageTransferTransferisalearningstratagyinsecondlanguagelearning.whetheritispoitiveornegativedoesnotdependuponthelearner,butuponthesimilaritiesordifferenciesoftheforms,patterns,orrulesbetweenthetwolanguages.However,itisnotalwayseasytodecidewetheranerrorhasoccurredatall.Considerthisdialogue:LanguageTransferLanguageTransferA:I(lookfor)Bob.You(see)B:Yes,I(see）himhalfanhourago.AChineselearnermightproducethequestioninthefollowingsentenceorderandwithperfecttense.A:IamlookingforBob.Youhaveseenhim?B:Yes,Ihaveseenhimhalfanhourago.LanguageTransferLanguageTransferSourcesofTransferErrors1)InterlingualTransfer2)IntralingualTransferLanguageTransferLanguageTransfer1)InterlingualTransferSourcesoflanguagetransfercanbeinterlingualandintralingual.Interlingualtransfercanbepositiveornegativetransferbetweenafirstandsecondlanguage,largelyfromtheformertothelater.Interlingualerrorreferstosecondlanguageerrorthatreflectsfirstlanguagestructure.LanguageTransferLanguageTransfer1)InterlingualTransferInstudyinginterlanguageerrorscommittedbyChineselearnersofEnglish,Wu(2006)foundthefollowingcriteriamaycategorizeanyinterlingualerrors:LanguageTransferLanguageTransfer(1)TheleanernermakesanerrorofgrammerbecauseheorshefollowstherulesoftheChineselanguageandnottherulesofEnglish.Forexample,Ithinkhewillnotcometoseemetomrrow.(wrong)Idon'tthinkhewillcometoseemetomorrow.(correct)（2）Theleanermisusesavocabularyitembecausethetheitemsharesfeatures,wetherphonological,semantic,orsyntaticwithaniteminthenativelanguage.Forexample,Thewoundedsoliderwasverydangerous,hemightdieatanymoment.(wrong)Thewoundedsoliderwasindanger,hemightdieatanymoment.(correct)LanguageTransferLanguageTransfer(3)ThelearnermakesanerrorofmeasurewordsbacauseChineselanguagedoesnotrequiretheuseof"apieceof"before"news".Forexample,Ihaveagoodnewstotellyou.(wrong)Ihaveapieceofgoodnewstotellyou.(correct)(4)TheleanermissedtheEnglishartclesbecausethereisnoarticleinChinese.Forexmaple,After^meetingtherewillbe^moviein^auditorium.(wrong)Afterthemeetingtherewillbeamovieintheauditorium.(correct)LanguageTransferLanguageTransfer2)IntralingualTransferIntranlingualtransferisnegativetransterofonealreadylearnedrulr,itemorknowledgetoanewonewithinthetargetlanguage.Itoccurswhenthelearnerhaslearnedsomerulesofthetargetlanguage,buthasnotlearnedtherestrictionsontheiruse.LanguageTransferLanguageTransfer2)IntralingualTransfer

Twoexamplesofthemisusesofsubordinatorandpreposition.(1)Thisshowsthathowbeautifulsheis.Thelearnerincorrectlyappliedtheruleoftheintroducinganobjectclausewith"that,"thuscausinginteralingualerrorsingrammerticstructure.(2)Lastnightwediscussedabouttheproblemoflokks.Thelearneroverused"about"basedonhislearningofotherphrasesuchas"talkabout"and"thinkabout."InEnglish,"discusssomething"without"about"isanidiomaticphrase.LanguageTransferLanguageTransfer謝謝觀賞謝謝觀賞Contents?FirstLanguage,SecondLanguage,andForeignLanguage

?AcquisitionandLearning?Interlanguage?CompetenceandPerformance?Fossilization?LanguageTransfer?InputandOutput?VariabilityContents?FirstLanguage,SeCompetenceandPerformanceItisadistinctionintroducedbyChomskyintolinguistictheorybutofwiderapplication.CompetenceandPerformanceCompetenceandPerformance

Competencereferstoaspeaker'sknowledgeofhislanguageasmanifestinhisabilitytoproduceandtounderstandatheoreticallyinfinitenumberofsentencesmostofwhichhemayhaveneverseenorheardbefore.能力是指一個語言習得者在他的語言知識上顯示出他能夠理解并能夠產(chǎn)出之前從沒見過或聽說過的句子。CompetenceandPerformanceComCompetenceandPerformancePerformancereferstothespecificutterances,includinggramaticalmistakesandnon-linguisticfeaturessuchashesitations,accompanyingtheuseoflanguage.Itistheactualproductionoruseoflanguagesuchasspeaking,writing,orthecomprehension(listening,reading)oflinguisticevents這實際上是說寫或者語言界中的理解（聽看）等方面的產(chǎn)出與運用CompetenceandPerformanceCompetenceandPerformancerelationscomprehension(listeningandreading)≠competenceproduction(speakingandwriting)≠performanceCompetenceandPerformancerel（secondlanguageacquisition)

comprehension(indirectly)

competence

superiortopriorto(internal)production(directly)comprehensionperformance(external)productionCompetenceandPerformanceCompetenceandPerformanceFirstLanguage,SecondLanguage,andForeignLanguageFirstLanguagereferstothemothertongueonelearnsduringchildhoodFirstLanguage,SecondLanguageFirstLanguage,SecondLanguage,andForeignLanguageSecondLanguagereferstothelearningofanadditionallanguageafterlearnershaveacquiredtheirmothertongue.FirstLanguage,SecondLanguageFirstLanguage,SecondLanguage,andForeignLanguageForeignLanguageisanadditionallanguagetaughtandlearnedinanon-targetlanguageenvironment.FirstLanguage,SecondLanguageFirstLanguage,SecondLanguage,andForeignLanguageGroup1Group2firstlanguagesecondlanguageFirstlanguageSecondlanguageMothertougueForeignlanguageNativelanguageNon-nativelanguagefirstlanguagevssecondlanguage1.secondlanguageisacquiredlaterthanafirstlanguage2.secondlanguagehaslowerproficiencylevelthanthatoffirstlanguageFirstLanguage,SecondLanguageFirstLanguage,SecondLanguage,andForeignLanguage

similaritiesanddifferencescategoriessecondlanguagefirstlanguageSpeedlearningisslowacquisitionisrapidStagessystematicstagesofdevelopment系統(tǒng)發(fā)展階段systematicstagesofdevelopmentErrorcorrectionnotdirectlyinfluentialnotinvolvedDepthofknowledge(thewholeisgreaterthantheparts;toabletoconstructcorrectutterances)beyondthelevelofinputbeyondthelevelofinputSuccessnotinevitable(possiblefossilization)inevitableLevelofattainmentrarelyfullysuccessfulfullysuccessfulFirstLanguage,SecondLanguageFirstLanguage,SecondLanguage,andForeignLanguageSencondlanguagevs

Foreignlanguagebasicsimilarity:non-nativelanguagebasicdistinction:education,govermentorbusiness(ESL)geographicalcontextlittleexposuretonativeuseofthelanguageorfewopportunities(EFL)FirstLanguage,SecondLanguageAcquisitionandLearningThedistinctionbetweenacquisitionandlearningisformallymadebyS.Krashen.AccordingtoKrashen,acquisitionreferstosubconsciouslearninginthenaturalenvironmentthatisnotinfluencedbyexplicitinstructioninasecondlanguage'srulesandsystemorabouterrors(1985)AcquisitionandLearningAcquisitionandlearningLearningisaconsciousprocessoflanguagedevelopmentthatistheresultofintendedandexplicitinstrutioninasecondlanguage'srolesandsystemorabouterrorsinanartificialenvironmentsuchasaformallanguageclassroomAcquisitionandlearningAcquisitionandlearning

Acquisition

LearningImplicit,subconsciousExplicit,consciousInformalsituationsFormalsituationsPickingupalanguageKnowingaboutlanguage

Usesgrammatical“feel”UsesgrammaticalrulesDependsonattitudeDependsonaptitudeStableorderofacquisitionSimpletocomplexorderoflearningAcquisitionandlearningComprehensibleinputisahypothesisfirstproposedbyStephenKrashen(1981).Hepurportsthatlearnersacquireasecondlanguagebyhearingandunderstandingmessagesthatareslightlyabovetheircurrentsecondlanguagelanguagelevel.ComprehensibleInputorOutputComprehensibleInputorOutputComprehensibleInputorOutputSecondlanguageresearchersbelievethatlearnersneedopportunitiestopracticeattheirlevelofsecondlanguagecompetency.Thispracticewithsecondlanguage-speakingpeersiscalledComprehensibleOutput.ComprehensibleInputorOutputComprehensibleInputorOutput

Cooperativelearninggroupsareonewayfornewlearnersofasecondlanguagetoreceiveplentyofunderstandableinputandproduceunderstandableoutput.Herearefivereasonswhy:ComprehensibleInputorOutputComprehensibleInputorOutput1)Asmallgroupsettingallowsformorecomprehensibleinputbecausetheteacherorclassmatesmodifyoradaptthemessagetothelisteners'needs.2)Speakerscanmoreeasilycheckontheunderstandingofthelistener.3)Thereismoreopportunityfororalpracticeandforrepetitionofcontentinformationaspeershelpnewlearnersofasecondlanguagenegotiatemeaning.ComprehensibleInputorOutputComprehensibleInputorOutput

4)Studenttalkinasmallgroupiscenteredonwhatisactuallyhappeningatthemomentataskisbeingperformed.5)Feedbackandcorrectionarenon-judgmentalandimmediate.ComprehensibleInputorOutputInterlanguageInterlanguage,coinedbyLarrySelinker,isanemerginglinguisticsystemthathasbeendevelopedbyalearnerofasecondlanguagewhohasnotbecomefullyproficientyet,butisonlyapproximatingthetargetlanguage:preservingsomefeaturesoftheirfirstlanguageinspeakingorwritingthetargetlanguage.InterlanguageInterlanguageThepurposeofInterlanguagestudyistoseektheprincipleofthenaturalorderoflanguagelearningandprovideatheoreticalbasisfortheorganizationofclassroomteachingandselectionofteachingmaterials.InterlanguageInterlanguageAccordingtoSelinker,thetheoreticalbasisofInterlanguageisthatlearnersarelookedonnotasproducersofmalformed,imperfectlanguagefullofmistakes,butasintelligentandcreativebeingsproceedingthroughlogicalsystematicstagesofacquisition.Byagradualprocessoftrialanderrorandhypothesistesting,learnersslowlyandtediouslysucceedinestablishingcloserandcloserapproximationstothesystemusedbynativespeakersofatargetlanguage.InterlanguageVarialityThetwoimportantfindingsoversecondlanguageacquisitionresearchoverthepastfewdecadesare:1)secondlanguageacquisitionishighlysystematic,and2)secondlanguageacquisitionishighlyvariable(Selinker,1994).VarialityVarialityBysystematicity,wemeantherouteofsecondlanguagedevelopmentissystematicandsecondlanguagelearnersfollowroughlythesamefivestagesofacquisition(Lardiere,2007:23).Stage1:TheSilentStageStage2:TheEarlyProductionStageStage3:TheSpeechEmergenceStageStage4:TheIntermediateProficiencyStageStage5:TheAdvancedProficiencyStageVarialityBysystematicity,weVarialityByvariability,wemeanthateithertherateofthelearningprocess(thespeedatwhichlearnersarelearningasecondlanguage),ortheoutcomeofthelearningprocess(howproficientlearnersbecome),orbotharevariedThevariabilitycanbeunsystematicorsystematicintermsofroute,rateandoutcomeofacquistion.VarialityFossilizationItreferstothephenomenoninwhichsecondlanguagelearnersoftenstoplearningeventhoughtheymightbefarshortofnative-likecompetence.Thetermisalsousedforspecificlinguisticstructuresthatremainincorrectforlengthyperiodsoftimeinspiteofplentifulinput(e.g.,inimmigrantspeakerwhosefluentsecondlanguagestillcontainsnon-targetlikestructure).FossilizationFossilization

AccordingtoSelinker（1972），fossilizationappearthroughfivecentralprocesses:1)Languagetransfer

2)Transferoftraining3)Learningstrategies4)Communicationstrategies

5)OvergeneralizationFossilizationFossilization

Selinker(1992)

summarizedeightfeaturesoffossilizationinsecondlanguagelearning:

1)

Itcanbeconscious;

2)

Itisnotexperiencedasaproblembytheindividuallearner;

3)Itisdeeplyconnectedtotheideaofpurpose;

4)Itcanbedeterminedbypersonalcharacteristics,suchascognitivestylesorrisktaking;FossilizationFossilization

5)

Itisdeeplyrelatedtopsycho-socialfactorsuchasmotivation;6)

Itischangeable,andcanbemodifiedifpurposesandfactorsvary;7)

Itisdifficulttoeradicate;8)

Itisunpredictable.

FossilizationTransferistheprocessofusingknowledgeofthefirstlanguageinlearningasecondlanguage(Odlin,1989).Transfercanbepositiveandnegative.LanguageTransferLanguageTransfer1)Positivetransfer

Positivetransferoccurswhenpriorknowledgebenefitsthelearningtask.Notalleffectsoflanguagetransferarenegative-indeed,wemayconsiderthatwithoutsomelanguagetranster,therewouldbenosecondlanguagelearning.Wherelanguagearehistoricallyandlinguisticallyrelatedtoeachother,thepositiveeffectsoftransfermaybeobvious.LanguageTransferLanguageTransfer1)PositivetransferForexample,ChineseconstructionSVOiseasilyunderstoodandpositivelytransferredintoEnlish.Positivetransferistermedasfascilitationandfacilitateslearning.

1.我學英語(S+V+O)2.IstudyEnglish(S+V+O)

Itisexceedinglyimportanttorememberthatthenativelanguageofasecondlanguagelearnerisoftenpositivelytransferred.ChinesestudentsofEnglishcaneasilyunderstandthemeaningandconstrctionoftheEnglishsentenceandmakethepositivetransferbecausetheChinesesentenceisthesameinstructureastheEnglishone.LanguageTransferLanguageTransfer2)Negativetransfer

Nagativetransfer,alsotermedasinterference,occurswhenthefirstlanguageinterferesforeignlanguagelearning,previousperformancedisruptstheperformanceonasecondtaskandleadstoerrors,oracertainruleorprincipleinthetargetlanguageisincorrectlyappliedtoanotherlearningsituationandleadstoerrors.LanguageTransferLanguageTransfer2)NegativetransferForexample1Idon'tknowwhoisshe.Idon'tknowwhosheis.(correct)2Althoughheisoversixty,butheinsistsoncleaningthehouseallbyhimself.(wrong)

Althoughheisoversixty,heinsistsoncleaningthehouseallbyhimself.(correct)LanguageTransferLanguageTransferTransferisalearningstratagyinsecondlanguagelearning.whetheritispoitiveornegativedoesnotdependu