The research on the reverse negative transfer phenomenon from Japanese(L3) to English (L2)文献综述

 2022-09-09 16:00:30

The research on the reverse negative transfer phenomena from Japanese (L3) to English (L2)

Abstract：Third Language Acquisition, shorted as TLA, is a new research field appeared in the late 80s in 20th century, along with deep-going of the research of SLA and transfer theory, and boomed between the late 20th and early 21st century. Up to now, the research on SLA has been developed and become matured but the research on TLA is relatively rare. In our country, the training program of foreign language majors is “the majored foreign language second foreign language”. Therersquo;s no doubt that English and Japanese are the two languages which have most learners in China. For most learners, they learn English earlier, mostly in primary school time while Japanese started later. This thesis focuses on the phenomenon of the reverse negative transfer phenomenon from Japanese (L3) to English (L2). The researcher selected 33 respondents, who are all sophomore students of Japanese major of Foreign Language School in our university, emphasis on three aspects: phonetical transfer, lexical transfer and syntactical transfer; analyzed the data of inquiry and conducted several conclusions about common transfer phenomena. It is phonetical transfer which influence deepest and widest among the reverse negative transfer phenomena. In addition, the transfer degree is relevant to the respondentsrsquo; start year and basic of both L2 and L3 to some extent.

Key words：Third Language Acquisition (TLA); English; Japanese; reverse negative transfer; phonetical; lexical, syntactical, language distance

一、文献综述

2. Literature Review

2.1Cross-linguistic Influence

There are many facts which influenced the cross-linguistic transfer. They are bilingual types, the contact extent of L2 amp; L3, the proximate cause of the TLA, the language distance, psychotypology amp; transferability, language mode, second language status, age, proficiency of L2 and proficiency of L3.

Magiste pointed out, based on Balke – Aurell and Lindbladrsquo;s research on the SLA phenomena on the eighth-year-grade students in Swiss, different bilingual types (initiative bilingual amp; passive bilingual) have different influence on TLA. Magiste believed that initiative bilingual and passive bilingual will affect TLA in different ways: initiative bilingual puts off the process of SLA while passive bilingual promotes the process of TLA.

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