回译法对克服母语负迁移的实证研究

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中文摘要

语言迁移现象一直是二语习得领域中颇有争议的话题，在过去几十年里，人

们对其在外语教学领域的认识几经反复。负迁移指的是母语与目的语的不同之处

对于目的语学习的干扰作用，母语负迁移往往以干扰的形式存在于目的语中。由

于汉语和英语属于两种完全不同的语系，在各自漫长的发展过程中形成了不同的

体系和特征，所以在中国学生的英语习得中，母语负迁移现象尤为突出。

为克服或减少这些负迁移现象，本文以语言学家 Swain 提出的语言产出在第

二语言习得过程中的作用为理论基础，试图阐明回译作为一种语言产出的活动和

一种有效的学习策略，是第二语言学习者克服母语负迁移，提高英语学习的好方

法。

输出假设是由 Swain 既Krashen 的输入假设提出来的，认为输出对二语习得也

起着非常重要的作用，它主要有如下功能：加强有意注意，检验假设，元语言功

能和句法加工功能。回译这种特殊的 L1-L2 翻译，即把 L2 的L1 译文重新译回 L2

原文的过程和活动，使学习者不断地对 L2 做出假设，对语言进行反复思考。和原

文的对比过程可以给学习者提供检验和调整假设的机会，促使其将自己的语言产

出向原文靠近，从而提高语言使用的准确性。

以上述理论为指导，作者随机选取了上海理工大学医疗器械高等专科学校非

英语专业二年级四个班级，144 名学生作为实验对象。在实验班级，教师在对单词

和课文的学习中采用回译输出为基础的教学方法；而在控制班级，采用传统的以

教师讲解为主的教学模式。在学期末，所有学生都参加了期末考试以及全国范围

内的大学四级考试。作者对考试成绩进行了比较发现：在写作和翻译以及完形填

空等输出题目中，实验班级学生的负迁移错误比控制班的显著减少，而且平均成

绩也高于控制班。采访和问卷调查结果也表明：经过回译训练的学生对词汇意义

的把握和使用更准确，增强了学生对语言输出的信心，兴趣以及能力，从而提高

了学生的英语学习。

关键词：负迁移对比分析输出假设回译

iii

Abstract

Language transfer has been a controversial topic in the second language acquisition

study, within the last few decades; its importance in foreign language learning has been

reassessed several times. Negative transfer is the interference of the mother tongue,

resulting from the dissimilarities between the mother tongue and the target language.

The negative transfer of mother tongue is very salient for the Chinese English learners

in that the two languages bear little in common because of their different origins and

historical development.

In order to overcome or reduce the negative transfer problem, this paper, based on

the Output Hypothesis put forward by Swain who claims output also plays an important

role in the second language acquisition, tries to explain that back translation is an

effective learning strategy as an output activity in SLA, and a good approach for second

language learners to overcome the negative transfer as well as improve their English

learning proficiency.

Output Hypothesis is put forward by Swain, who asserts that output also plays a

huge importance in the second language acquisition. The functions of output in second

language learning are discussed in summary as: the noticing function, the

hypothesis-testing function, the metalinguistic function and the syntactic processing

function. Back-translation, as a special kind of L1-L2 translation, means the process of

putting the text of L2’ L1version back translated into the original L2 text, during which

learners can consistently make hypothesis about L2 and do constant reflection on their

learned language knowledge. It is in this ongoing comparing and contrasting process

that learners are provided with the opportunities to test and regulate their previous

hypothesis; thus it can direct learner’s language acquisition more and more closer to the

target language, which is of great help to the accuracy of the language usage.

Enlightened by these theories, the author makes a research to investigate the

importance of back-translating over the transfer problems. In this research, 144

non-English majors of grade two from the College of Mechanic Engineering of USST

are randomly sampled as subjects in the experiment. As to the experimental class, the

teacher adopted the back translation—based approach to the teaching of vocabulary and

the text, while for the control class, the traditional teacher—centered explaining method

was used.

At the end of the semester, all students sat final exams and took part in the

nation-wide CET-4 examination. The comparability study of these exams results and

dada analysis shows that errors made by students from EG in the writing, translation

and cloze field are far fewer compared with those from CG and the mean score is higher

than that from CG. The interview and questionnaire also indicate that learners can have

a better mastery about lexical meaning and usage through back translation training; their

learning confidence, interest as well as the ability have been strengthened, their learning

proficiency has been improved.

Key words:negative transfer, contrastive analysis, output hypothesis,

back translation

List of Acronym

L 1 First Language

L 2 Second Language

MT Mother Tongue

NL Native Language

TL Target Language

SL Source Language

CA Contrastive Analysis

EA Error Analysis

SLA Second Language Acquisition

FLT Foreign Language Teaching

EG Experimental Group

CG Control Group

SD Standard Deviation

USST University of Shanghai for Science and Technology

List of Tables

Table3.1 Descriptive statistics of English final test of the previous semester………….26

Table3.2 Multivariate GLM results of English final test of the previous semester….…26

Table 4.1 Descriptive statistics of pre-test………………………………………...……34

Table 4.2 Descriptive statistics of pre-test and post-test of all students……….……….35

Table 4.3 Paired samples t test results of pre-test and post-test…………………...……36

Table 4.4 Descriptive statistics of post-test……………………………………….....…36

Table 4.5 Multivariate GLM results of post-test……………………………………….37

Table 4.6 Multivariable GLM results of CET-4 test……………………………………38

Table 4.7 Descriptive statistics of transfer errors…………………………………...….39

Table 4.8 Descriptive statistics of L1 interference……………………………….…….40

Table 4.9 Descriptive statistics of errors at lexical transfer……………………….……43

Table 4.10 Descriptive statistics of Words’ Meaning Misunderstanding in translation

items of the final test paper……………………………………………………………..44

vii

Contents

Acknowledgements………………………………………………….…………………ⅰ

中文摘要……………………………………………………………………………….ⅱ

Abstract……………………………………………………………………………..…..ⅲ

List of Acronym…………………………………………………………………...........ⅴ

List of Tables…………………………………………………………………...............ⅵ

Contents………………………………………………………………….......................ⅶ

Chapter One Introduction………………………………………………………………..1

§1.1 Significance of the Present Study………………………………………………..1

§1.2 Research Orientation…………………………………………………………….3

§1.3 Organization of the Thesis……………….…………………………….………...5

Chapter Two Literature Review………………………………………………………….6

§2.1 Studies on Negative Transfer…………………………………………………….7

§2.1.1 Language Transfer Studies Abroad……………………………………….7

§2.1.2 Language Transfer Studies in China…………………………………….11

§2.2 Swain’s Output Hypothesis………………………………………………….…14

§2.2.1 Introduction……………………………………………………….…….14

§2.2.2 Swain’s Study on Output………………………………………………..16

§2.2.2.1 Output Hypothesis…………………………………………….17

§2.2.2.2 Functions of Output…………………………………………...17

§2.3 Back Translation as an Output Activity ……………………………………..........20

§2.3.1 Problems in College English Teaching and Learning………………….....20

§2.3.2 Back Translation in SLA…………………………………………………22

Chapter Three Experiment Methodology………………………………………....……24

§3.1 Research Purpose……………………………………………………………....24

§3.2 Research Questions……………………………………………………………..25

§3.3Hypotheses………………………………………………………………………25

§3.4 Subjects…………………………………………………………………………25

§3.5 Design of Experiment…………………………………………………………..27

§3.6 Instruments………………………………………………………………..........30

§3.7Summary………………………………………………………………………...31

Chapter Four Results and Discussion…………………………………………………..33

§4.1Quantitative Study…………..………………………………………………......33

viii

§4.1.1Reliability Study…….………………………………………………...…33

§4.1.2Comparability Study….…………………………………………….........35

§4.1.2.1 Comparison between Pre-test and Post-test……………...……35

§4.1.2.2 Comparison between Post-test………………………………...36

§4.1.2.3 Comparability Study of CET-4………………………………..37

§4.1.2.4 Comparability Study on Transfer Problems…………………..38

§4.2 Qualitative Study………...……………………….………………………….…45

§4.2.1 Case Study on Avoidance……………………………………………..45

§4.2.2 Students’ Response...…………………………….………………..….…48

§4.2.3 Teacher’s Response……………………………….……………….…….49

§4.3 Discussion of Results………………..………………………………………....53

§4.4 Additional Findings…………………………………………………………….55

§4.5 Summary ……………………………………………………………………….56

Chapter Five Conclusion……………………………….………………………..……..58

§5.1 Answers to Research Questions………..…………………………………….....58

§5.2 Pedagogical Implications……………………………………………………….60

§5.3 Limitations and Suggestions……………………………………………………61

Bibliography…………………………………………………………………….…63

Appendix ⅠSample Lecture……………………………………………………..…….67

Appendix ⅡTranslation Test………………………………………………………...…70

Appendix Ⅲ 学生英语输出现状的问卷调查…………………..…………………...71

在读期间公开发表的论文……………………………………………………………72

Chapter One Introduction

1.1 Significance of the Present Study

For many years English teachers have struggled with the problem of “high

investment with low return” （Jing Shenghua，1999）

. The traditional intensive reading

within a grammar-translation framework has been challenged with the fact that many

college students are poor at using the language. Nowadays, teaching intensive reading

within a communicative framework is widely adopted. This approach is not without

problems, among which the learner’s poor accuracy and low proficiency are the

outward manifestation of its weaknesses. As far as the methods are concerned, within

either a grammar-translation framework or a communicative framework, there is an

obvious deficiency in both methods, i.e., learners’ language output has been neglected.

Therefore, it is urgent that we should adopt teaching models that put much more

emphasis on output activities to cultivate the student’s language competence and

improve their language proficiency.

The paper proposes that the back translation approach, which helps explain the

dissimilarities of the native language (NL) version and the target language (TL) version

and notices the discrepancy or the incongruence between these two, which is helpful in

facilitating learners to notice their mistakes and errors. Consequently, the back

translation approach is thought to be beneficial to learners in that negative transfer

errors might be prevented and eliminated through their comparing and contrasting.

As is well known, input and output are two indispensable parts of second language

acquisition (SLA) process and input the prerequisite condition, without which SLA will

become water without a source, a tree without roots. Though input is valuable for SLA,

it cannot replace the role of output, which is fundamental to the cultivation of

production proficiency. Yet over the years, much work has been focused only on the

research of input in both theoretical research and practical teaching activities while on

the contrary, output has received comparatively less attention. What we have learned

cannot be comprehensive unless more attention is paid to the much-ignored aspects of

SLA. Therefore, the study of output is of great theoretical significance in that it can

provide a more complete and comprehensive view of the whole process of SLA.

In fact, before the systematic research of the functions of back translation is

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摘要：

ii中文摘要语言迁移现象一直是二语习得领域中颇有争议的话题，在过去几十年里，人们对其在外语教学领域的认识几经反复。负迁移指的是母语与目的语的不同之处对于目的语学习的干扰作用，母语负迁移往往以干扰的形式存在于目的语中。由于汉语和英语属于两种完全不同的语系，在各自漫长的发展过程中形成了不同的体系和特征，所以在中国学生的英语习得中，母语负迁移现象尤为突出。为克服或减少这些负迁移现象，本文以语言学家Swain提出的语言产出在第二语言习得过程中的作用为理论基础，试图阐明回译作为一种语言产出的活动和一种有效的学习策略，是第二语言学习者克服母语负迁移，提高英语学习的好方法。输出假设是由Swain既Krash...

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