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1、广东东软学院 毕 业 论 文题目：A study on the influence of stereotyped grammar transfer on oral fluency of Chinese English majors刻板性文法迁移对中国英语专业 学生口语流利性影响研究学 院：外国语学院专 业：商务英语班 级：16商英2班学生姓名：叶卓荧学 号：16260120201指导教师：陈若静提交日期：2020年4月10日题目性质： 理论课题 实践课题题目来源： 企业项目 科研课题 自拟题目 A study on the influence of stereotyped grammar tr
2、ansfer on oral fluency of Chinese English majorsbyYe ZhuoyingUnder the Supervision ofProfessor Chen RuojingSubmitted in Partial Fulfillment of the RequirementsFor the Degree of Bachelor of Arts诚 信 宣 言我，叶卓荧，郑重宣布：除了参考文献所标明引用的资料和内容之外，本论文中不包含有任何已经被其他高等教育机构所接受的学位或学历论文资料，也不包含有其他任何人已经正式出版的资料内容。 签字： 日期：Decl
3、arationI declare that this document embodies the results of my own work and that it has been composed by myself. Following normal academic conventions, I have made due acknowledgement of the work of others. Iamfullyawareofthelegalconsequencesofthisstatement.Signed: Date: 已经在导师的指导下进行多次修改，导师已同意提交定稿。 导
4、师签名：日 期：iv广东东软学院本科毕业论文摘 要现代中国英语专业的大学生口语流利性有很大的上升空间，口语的流利度代表着语言输出是否获得有效的输入过程，这样一来就削弱了英语语言的专业性。英语作为第二语言，如何从母语为中文进行有效的口语迁移呢？在不同国家对第二语言的迁移有很深入的研究，国外语言学者Gas& Selinker (1983:7)指出：“在充分考虑二语习得过程的时候，语言迁移是一个展示存在的、重要的现象”，他把迁移看作是对先前语言知识的利用，在有一定文法基础的英语专业学生中，文法运用谬误会对口语流利性的输出存在一系列的正负迁移影响。通过文法的刻板迁移导致二语输出出现障碍，影响英语专业学
5、者的专业素质。本文通过收集国内外权威性的口语测试标准，英语口语的流利性以及语言运用准确性平均占口语总成绩的55%，能让听者清晰知道内容与目的为基准的评分。从中国的英语口语教学方法来讲，以田金平的英语教育学引论里的口语教育方法，现代课堂的口语沟通都是一问一答的形式，有固定的的句型，一方面能快速掌握第二语言的基本文法结构另一方面也确保了准确性，但是一定程度上阻碍了发散性和逻辑思维，导致学生在公众场合的汇报情况下，形成二语口语逻辑性的缺失，导致刻板迁移的句型结构不能进行有效输出，阻碍了流利性。关键词： 刻板性；迁移；母语；英语专业；口语流利性 ABSTRACTThere is much room f
6、or improvement in oral fluency of college students majoring in English in modern China. Oral fluency represents whether the previous input had been effectively absorbed before being presented. Inefficient language transform would weaken the professionalism of the English language.As a second languag
7、e, how to effectively transfer spoken English from native Chinese is a problem prior to others. Second language transfer has been well studied in different countries. Language scholars Gas & Selinker (1983:7) pointed out: in the full consideration in the process of second language acquisition, langu
8、age transfer is a showcase, important phenomenon, as he put the migration on previous use of language knowledge, then on the basis of improving the grammar specialty of English major students, grammatical fallacy has a series of positive and negative effects on the output of oral fluency. The stereo
9、typed transfer of grammar leads to the barrier of second language output, which affects English majors language proficiency. Through the collection of authoritative oral test standards at home and abroad, the fluency of spoken English and the accuracy of language use account for 55% of the total sco
10、re of spoken English on average, so that the listener can clearly know the content and purpose as the benchmark. From Chinas oral English teaching methods, to Tian Jinping an English pedagogy in the spoken language education method, modern classroom oral communication is in the form of a question an
11、d answer, which brings a fixed monologue. On one hand, it can grasp the basic grammar structure of the second language, and it also ensures accuracy. But to some extent, critical thinking and logical thinking will be blocked while the students are having public speech and academic presentation. Due
12、to this circumstance, it leads to the students logical deficiency of second language output fluently, which makes the sentence structure cannot be effectively output.Key words：Stereotyped；Transfer；Native Language；English major；Oral FluencyContentsINTRODUCTION1CHAPTER I ORAL ENGLISH FLUENCY31.1 Defin
13、ition of fluency31.2 Fluency Criteria for English Majors3CHAPTER II DEFINITION OF SYNTAX TO ORAL TRANSFER52.1 Grammar and Syntax Definitions for English Majors52.2 Oral Transformation62.2.1 Transfer of oral English education of Chinese students72.2.2 General situation of oral English teaching for En
14、glish majors9CHAPTER III THE INFLUENCE OF STEREOTYPE TRANSFER OF SYNTAX ON ORAL ENGLISH113.1Native language Syntax and Oral English113.2 Positive Transfer133.3 Negative Transfer143.4 Forward Transfer and Backward Transfer16CONCLUSION18REFERENCES21ACKNOWLEDGMENTS22APPENDIX23INTRODUCTIONIn China, the
15、English major students have a big obstacle that they have lack of professional fluency in oral English. Since Chinese and English belong to different language families, it is an inter-language transfer learning to transfer from the mother tongue of Chinese to the second language acquisition of spoke
16、n English, and to form specialized subjects. However, due to the limitations of environment and learning resources, English majors only focus on written grammar and literal syntax, which ignoring the transfer of spoken English output, resulting in the impact of different oral expressions and culture
17、s, This is why cause hindering oral English fluency.The purpose of this topic is to analyze whether Chinese English majors are affected by the written expression of grammar rules, which leads to the stereotypical transfer and hinders the fluency of oral English. It is a comprehensive output of Engli
18、sh ability, which affects the academic specialty of Chinese English majors. Therefore, it has important research significance in the field of English major.The research of language teaching researchers on the phenomenon of language transfer began in the modern era of the 1950s, but also in the decli
19、ning period, and rose again in the middle and late 1980s, which indicates that the current research on the transfer of second language acquisition has a profound time and significance. English is a foreign language for Chinese and belongs to second language acquisition. Gas& Selinker (1983:7), a for
20、eign language scholar, pointed out that language transfer is an important phenomenon to show the existence when the process of second language acquisition is fully considered. He regarded transfer as the use of previous language knowledge. Corder (1983) was cautious about whether language transfer c
21、ould be used to explain second language acquisition behaviors. He believed that many errors found in current studies could be explained by the influence of mother tongue, and it was preferable to replace transfer with mother tongue influence. At the same time, it was found that the transfer of two l
22、anguages was not a one-way Schmidt research act. Arcay Hands(1998) found in his study that the acquisition of English writing courses as a second language significantly promoted students writing skills in the first language. Cross-language influences may not necessarily be one-way effects of the fir
23、st language on the second language but may also be reversed. Heather Bowe and Kylie Martin, scholars of Australian language and culture, have classified stereotype ideology into negative stereotype and positive stereotype. The stereotype effect of cross-cultural communication has positive and negati
24、ve effects.(2007)This paper is mainly divided into three parts. The first part is to summarize the obstacles of oral English transfer to English majors. Combining with the current standard evaluation of oral English tests at home and abroad, some innovative ideas are obtained. The second part mainly
25、 analyzes how to master grammar and how to transfer spoken English to English majors through interviews and investigations. The third part is about written grammar and the impact of native language transfer. Finally, data investigation and theoretical summary will be conducted. CHAPTER I ORAL ENGLIS
26、H FLUENCY1.1 Definition of fluencyOral English is the main part of language communication. As a means of language output, spoken language plays a decisive role in expressing ideas, transmitting information and communicating with each other. Foreign language learners pursue oral fluency，on the other
27、hand learning a language is through input and effective output, however, in the process of both transfers will be affected by various factors to hinder the quality of oral output. According to Websters Third New International Dictionary, fluency means Smooth, easy, quick .English is the EFL (English
28、 as a Foreign Language) for Chinese college students, which, foreign language learners often have difficulty in producing English fluently. As a English major, oral English is the most direct form of professional expression. Among the respondents, 85.5% of them thought that oral English fluency has
29、an impact on English specialty, while only 4.8% of the respondents are confident about their oral English. The fact is that fluency and professionalism go hand in hand.1.2 Fluency Criteria for English MajorsFirst of all, In China, there are CET 4 and CET 6 for college students, while TEM4 and TEM 8
30、(test of English major ban 4&8 )for English majors. Meanwhile, there are examinations related to the specialized subjects of English major; CATTI(China Accreditation Test for Translators and Interpreters), BEC(Business English Certificate),IELTS(The International English Language Testing System),TOE
31、FL(Test of English as a Foreign Language), etc. All the tests mentioned above cover the oral English test. Secondly, the most basic scoring criteria in the speaking test include pronunciation (including volume stress, intonation, tone) and accuracy (including grammar, words, and speak) and fluency (
32、including speed, form of collocation), communication (including independence, flexibility, and mastery of conversational styles).Fluency is rated with consistency and accuracy. According to the analysis of fluency in the IELTS, on a six-point scale for fluency and coherence, the official line is tha
33、t it is willing to speak at length, though may lose coherence at times due to occasional repetition, self-correction or hesitation; uses a range of connectives and discourse markers but not always appropriately. Referring to the official explanation of oral test rating by TEM (2012) the oral fluency
34、 standard of IELTS is similar to the speaking scoring standard of TEM4. in the essay which is covered in the retelling section of TEM speaking test. The report points out that from passing to being excellent, there is one thing: the coherence and organization of fluency. To achieve eight points in f
35、luency and coherence, one should pay special attention to the fact that “hesitation is usually content-related” and “develops topics coherently”(2012) That is to say, examinees that not only cannot have language respect to stop, even stop to think content also is not allowed. At the same time, the e
36、xaminees should not only ensure the fluency of the language, but also the coherence of the train of thought. Based on the above analysis, it can be concluded that oral fluency represents the professionalism of English scholars in oral output.CHAPTER II DEFINITION OF SYNTAX TO ORAL TRANSFER2.1 Gramma
37、r and Syntax Definitions for English MajorsAccording to the Comprehensive Grammar of the English Language Longman（2018），A summary of syntax and grammar is compiled from this book that grammar is the study of rules governing the use of language. The set of rules governing a particular language is the
38、 grammar of that language; thus, each language can be said to have its own distinct grammar. On one hand, Grammar is part of the general study of language called linguistics and it is a way of thinking about language. On the other hand, grammar include phonetics, phonology, morphology, syntax, seman
39、tics, and pragmatics. Traditional grammars include only morphology and syntax. For syntax, it has two basic points : syntactic statements specify the choice and ordering of words; and they have to be formulated in a maximally general way, and govern the way words combine to form phrases and phrases
40、combine to form phrases and phrases combine to form sentences. In linguistics, The word originates from the Greek words (syn), meaning co- or together, and (txis), meaning sequence, order, or arrangement. The combinatory behavior of words is governed to a first approximation by their part of speech
41、(noun, adjective, verb, etc., a categorization that goes back in the Western tradition to the Greek grammarian Dionysios Thrax(170 BC - 90 BC).As an English major, the study of grammar is an in-depth topic, which does not stop at the basic grammar and need to study the sentence structure .In the fie
42、ld of English majors, all Chinese universities have compulsory courses of English grammar in the basic syllabus of English majors. However, such courses are designed to lay a solid foundation for English majors. As for the written assessment of English majors (TEM4&TEM8), among the interviewees, 50%
43、 of them did not take any kind of oral examination related to English major in college, and only 4% of them took the oral examination of TEM4. This shows that modern Chinese English majors are greatly influenced by written learning, which affects the output of oral English.2.2 Oral Transformation La
44、nguage transfer has always been a central and controversial issue in second language acquisition. Gas & Selink pointed out that Language transfer is a real and important phenomenon when the L2(second language) acquisition process is fully considered”(1983:7). The premise of transfer is learning, and
45、 only when there is learning can there be transfer. Similarly, the transfer of spoken English starts from language learning. However, as EFL in China, English is the second language. In etymology and linguistics, the language family is divided into four categories: Isolation, Agglutination, Inflecti
46、on and Polysynthetic, in which, Chinese belongs to isolation while English is agglutination. The fact shows that this is not only a simple transfer from written to spoken language, but a transfer across language families, from the native language to the foreign language, then to the written and oral
47、. From learning a second language we should know how to acquire one language, thats input, there are an account of three role of in put language acquisition: the behaviorist, the nativist and the integrationist views(Rod Ellis 1994), general speaking to learn one language it should go through imitating interlocutor who models specific forms and patterns, then set up the linguistic environment for learner to have oral interaction, in particular the errors one manifested in speech and writing. According to Larsen-Freemans (1983a:88)observation