全校选修课《数学欣赏》考核要求

1．课程目的

本课程为以提高各专业大学生科学与文化素质为目标。通过浏览数学概貌，欣赏数学之美，品味数学之趣，感受数学之妙，领略数学之奇，伴随着流传千古的典故和让人陶醉的佳话去理解一些著名数学问题，以达到更准确、更完整、更科学地认识数学的实质，剖析数学的魅力，弄清数学的脉络与层次，体味数学思想方法的深刻性与普适性，了解数学发展的因素与轨迹，重温某些数学学科产生的过程，再现一些数学问题的缘起、发展、争端，直至最终解决的各个历程，领略数学家为科学献身的精神，了解数学发展的最新动态等目的。整个课程从历史与科学的角度切入，沿应用与传播的途径展开，以文化与美学的眼光欣赏，力求富有知识性、科学性、思想性、趣味性和应用性。

2．考核方式

考核方式为考查。每位同学写一篇学习体会， 或具体评论某一数学问题、数学故事、数学方法、数学思想等。

3．考核要求

文体、字数不限，重在文章中思想方法的深刻性，语言表达的简洁性，要求有见解，有意义。禁止抄袭。以电子文本在课程结束后一周内提交。

全校选修课《数学欣赏》评分标准

1．总评成绩评定方案

本课程总评成绩以期末论文与平时成绩（平时考勤和课堂表现）相结合综合评定，期末论文占70%，平时成绩占30%。

2．平时成绩评定标准

平时成绩的主要依据为平时考勤，再结合课堂表现综合评定。 平时成绩按照缺勤次数评定，其中每迟到2次折合一次缺勤，课堂表现较突出的酌情加分。本学期共上课18次，考勤9次。9次考勤全勤的为A等（90分），缺课1次的为B等（80分），缺课2次的为C等（70分），缺课3次的为D等（60分），缺勤次数多于3次的平时成绩为F（0——55分）。

3．论文评价等级与标准

期末论文按照A，B，C，D，F五级评价，分别代表优秀、良好、中等、合格、不及格。各级论文标准如下

A． 对于花费了大量精力去选择、去思考、去认真写作的同学，如

果写出的文章有自己的独到见解或深刻体会，文笔优美，卷面成绩定为“A”（90分）；

B． 对于有一定的见解，写作认真，观点明确，结构清晰的文章，

卷面成绩定为“B”（80分）；

C． 对于虽然较少有自己的见解，但写作态度认真，文笔尚可，观

点较明确的文章，卷面成绩为“C”（70分）；

D． 对于较少有自己的见解，写作态度一般，文笔一般，观点不很

明确的文章，卷面成绩定为“D”（60分）；

E． 对于基本是从网络上或其它渠道获取的东西，没有自己的观点

的文章，要求退回重写。重写文章按规定标准降一级给分。重写不认真、仍不合格者，本门课程定为“F”。

全校选修课《数学欣赏》答卷分析

本学期本课程选修人数为104人，涉及到全校41个专业3个年级学生。提交期末论文98篇，论文以欣赏数学之美，品味数学之趣者居多，计46篇，占47%，其中含诗歌一首；其次为谈数学对自己的影响，学习本课程的收获等，计39篇，占40%；其它文章，包括介绍数学发展史，最新数学问题等，计13篇，占13%。在收到论文文本的同时，还收到PPT文档4份，图文并茂地展示了数学之美。

大部分文章写得很认真，思考得较深刻，文笔很好，也有一定的见解。也有少部分文章从网络上获取的东西较多，个人观点略显单薄。

对于花费了大量精力去选择、去思考、去认真写作，有自己的独到见解或深刻体会，文笔优美的文章，给出的卷面成绩为“优”，这类文章有14篇，占14.3%；对于有一定的见解，写作认真，观点明确，结构清晰的文章，给出的卷面成绩为“良”，这类文章有63篇，占64.3%；对于虽然较少有自己的见解，但写作态度认真，文笔尚可，观点较明确的文章，这类文章有18篇，占18.4%；对于较少有自己的见解，写作态度一般，文笔一般，观点不很明确的文章，或者有证据表明其内容有较多取自网络等媒体的文章，给出的卷面成绩为“合格”，这类文章有3篇，占3%。

不少同学在发来论文的同时，另加一封长信，说明了他们从选修这门课的初衷（混学分、好奇）到最后的热爱，表达了他们选修这门课的收获，表达了他们对这门课和任课老师的喜爱之情。

 

第二篇：论文样本 doc

浙江理工大学科技与艺术学院

本科毕业论文

论文题目: 浅析中国学生英语学习过程中汉语对英语的正

English Title:

(英文题目下划线,居中,3号Times New Roman加粗)

班 级: ___╳ ╳ ╳学 号: __╳ ╳ ╳___

作者姓名: _╳ ╳ ╳指导教师: __╳ ╳ ╳完稿时间:__年 月 日

On Positive Chinese-to-English Transfer in Chinese Students’ English Learning Process

A4纸打印，两端对齐，行间距1.5倍，左边距3厘米，右边距2.5厘米，上下边距2.5厘米

Abstract

(Abstract居中, Times New Roman 3号加粗,单独页）

Language transfer, which is the influence resulting from similarities and differences between the target language and mother tongue, has been a hot issue in the fields of Applied Linguistics and Second Language Acquisition. During more than one hundred years, scholars from home and abroad have carried out plenty of researches, which indicate that the similarities between mother language and the target language will produce positive transfer while the differences will result in negative transfer. With regard to Chinese students’ English learning, it is commonly accepted that English language exerts positive influence on Chinese language while Chinese language exerts negative influence on English language. Previous studies concentrated more on the negative Chinese-to-English transfer, but rare is the study on positive Chinese-to-English transfer. This thesis, based on the analysis of the similarities and differences between Chinese language and English language, attempts to explore positive Chinese-to-English transfer in Chinese students’ English learning process, from the perspective of pronunciation, vocabulary and discourse. It first compares the two languages, and introduces the concept of language transfer. Then, it moves to analyze the positive influences from Chinese language on English language learning, and further discuss the factors that contribute to such transfer. Finally, it makes suggestions on how to promote the positive Chinese-to-English transfer, proposing that students should take into account the consolidation of the basic knowledge of Chinese to promote their English learning.

Key Words: positive transfer; linguistic factor; non-linguistic factor

ii

浙江理工大学科技与艺术学院本科毕业论文

A4纸打印，两端对齐，行间距1.5倍，左边距3厘米，右边距2.5厘米，上下边距2.5厘米。

摘 要

语言迁移，即由母语与目的语间的共性和差别引起的影响，作为应用语言学及第二语言习得领域普遍存在的现象一直备受关注。多年来，国内外学者对其展开大量研究，并归结出了诸多观点。本文首先通过对英汉两种语言的对比，从语音、词汇和语篇三方面分析英汉语言的异同点,简述语言迁移的定义，介绍语言迁移问题的研究。就英汉两种语言而言，研究多集中于汉语对英语的负迁移，对于汉语对英语的正迁移的研究还不多。本文举例分析中国学生学习英语过程中发生的汉语对英语的正迁移现象，并讨论了汉语对英语产生正迁移的因素以及如何促进汉语对英语的正迁移提出建议。最后得出结论:在中国学生的英语学习过程中汉语能对英语产生正迁移，并提出要充分利用产生正迁移的语言因素和非语言因素促进中国学生的英语学习。

关键词：正迁移；语言因素；非语言因素

iii

On Positive Chinese-to-English Transfer in Chinese Students’ English Learning Process

Contents

Introduction ..................................................................................................................................... 1

1. Comparison between English and Chinese Language ............................................................. 1

1.1 Pronunciation .......................................................................................................................... 2

1.2 Vocabulary .............................................................................................................................. 2

1.3 Discourse ................................................................................................................................ 3

2. Language Transfer ...................................................................................................................... 3

2.1 The Definition of Language Transfer ...................................................................................... 3

2.2 Previous Researches on Language Transfer ........................................................................... 4

2.2.1 General Findings .............................................................................................................. 4

2.2.2 Chinese Language vs. English Language ......................................................................... 5

3. Positive Transfer from Chinese to English Language .............................................................. 8

3.1 Pronunciation .......................................................................................................................... 8

3.2 Vocabulary .............................................................................................................................. 9

3.3 Discourse .............................................................................................................................. 11

4. Factors Influencing Positive Transfer from Chinese to English ........................................... 13

4.1 Linguistic Factors ................................................................................................................. 13

4.1.1 Learners’ Level of the Basic Knowledge of Chinese Language .................................... 13

4.1.2 Learners’ Manipulation and Application of the Similarities and Differences between the

Two Languages ............................................................................................................... 14

4.2 Non-linguistic Factors .......................................................................................................... 14

4.2.1 Learners’ Age ................................................................................................................. 14

4.2.2 Learners’ Motivation of Learning .................................................................................. 15

4.2.3 Learners’ Attitude ........................................................................................................... 15

4.2.4 The Learning Environment and the Role of Teachers .................................................... 15

4.2.5 The Fashion .................................................................................................................... 15

5. How to Promote the Positive Chinese-to-English Transfer ................................................... 16

Conclusion ..................................................................................................................................... 17

Acknowledgements........................................................................................................................ 20 iv

浙江理工大学科技与艺术学院本科毕业论文

Introduction

Language transfer is the influence resulting from similarities and differences between the target language and any other language that has been previously acquired. The similarities between mother language and the target language will produce positive transfer while the differences results in negative transfer (Odlin, 1989).

In the fields of Applied Linguistics and Second Language Acquisition, language transfer has been a hot issue for long. Scholars from home and abroad have delivered a great amount of topics and arguments during more than one hundred years. All those researches and arguments have made great achievements of and monumental contributions to language transfer. Take Chinese students’ study of English language as an example, what is discussed most is the positive transfer from English language to Chinese one and the negative transfer from Chinese language to English one. A majority of the scholars (Odlin, 1989; Yu Liming, 2004) consider that the negative effects from Chinese language to English one are quite obvious in Chinese students’ English learning process, while English language can make positive effects on the study of Chinese language. However, the study on the positive transfer from Chinese language to English one is still scarce.

This thesis aims to discuss the positive effects and influences from Chinese to English language in Chinese students’ English learning process through comparison between English and Chinese language and example analysis on the basis of theories of language transfer and to analyze the causes according to the status quo. The thesis is to find out whether there is positive transfer from Chinese to English language in Chinese students’ English learning process.

1. Comparison between English and Chinese Language

English language and Chinese language as two branches of language are out of question having some similarities. However, because they belong to two different language systems, their 1

On Positive Chinese-to-English Transfer in Chinese Students’ English Learning Process

users’ different cultural conventions and political beliefs make them differ from each other. All those similarities and differences to some extent make impacts on the language transfer between English and Chinese. This thesis is going to compare English and Chinese language from the perspective of pronunciation, vocabulary and discourse.

1.1 Pronunciation

English and Chinese are two different languages: English belongs to Indo-European Language while Chinese belongs to Sino-Tibetan Languages. Chinese language has nineteen monophthongs and diphthongs, twenty-one consonants while English has twenty monophthongs and diphthongs, twenty-eight consonants. Therefore in spite of those same monophthongs, diphthongs and consonants, there are still some English pronunciations which can not be found in Chinese language, such as [∫] and [t∫].

1.2 Vocabulary

In terms of vocabulary (Mao Guo’an, 2005), there are both similarities and differences between Chinese and English language. Firstly, both of English and Chinese word-binding have many great similarities, such as compounding, affixation and shortening and so on. However, Chinese language has some overlapping words which English does not have. For example, Chinese people often say “给我瞧瞧”, “高高兴兴”，but it can not be translated into English as “Let me see see” and “cheerful cheerful”, since such usage is not allowed in English. Secondly, both in English and Chinese, the division of words is more or less the same, but English has singular and plural changes and in English one can use the plural form of a countable noun to describe a number of uncertainty, while in Chinese one should add adjectives or use numeral phrases to achieve the same effect. For example, Chinese expression “繁星密布” can be translated into English only by adding an “s” at the end of the word “star”. Lastly is the Rhetoric. In English the modifiers (except single adjective) must be put after the noun, but in Chinese they should be placed in front of the noun unless there 2

浙江理工大学科技与艺术学院本科毕业论文

is a special emphasis. For example, in the English sentence “He is a boy crazy about football.”, “crazy about football” is the modifier of “boy”. While in Chinese, that must be “他是个痴迷足球的男孩。”, and here “痴迷足球” as the modifier is put in front of the noun “男孩”.

1.3 Discourse

As to the discourse (Bian Xu, 2006), there are great similarities between Chinese and English language. In the structure of a composition, English text is often unfolded by General-Particular Pattern, that is, “raise the topic-give out supporting arguments-draw the conclusion”, which is quite similar with the Chinese composing pattern (起-承-转-合). In addition, English articles usually start their points of views straightly, which can be also found in Chinese ones (that is called “开门见山”).

2. Language Transfer

Since the phenomena of language transfer exist widely in the fields of Applied Linguistics and Second Language Acquisition, the researches on language transfer are in the spotlight for quite a long time.

2.1 The Definition of Language Transfer

Different scholars who consider from different perspectives may hold different opinions about what language transfer is, and among all those different definitions the most influential and widely accepted one is described. Odlin (1989) thought, language transfer is the influence resulting from similarities and differences between the target language and any other language that has been previously acquired.

In Odlin’s definition, the language that has been previously acquired mainly refers to the mother language. The similarities between mother language and the target language will reduce the time of reading. Similarities of syntax will make it easy for learners to acquire sentences. That is called Positive Transfer. Thus for the 3

On Positive Chinese-to-English Transfer in Chinese Students’ English Learning Process

same token, the differences between mother language and the target language will make it difficult to acquire sentences. That is called Negative Transfer. The following are simple explanations about positive and negative transfer (Odlin,1989):

Positive Transfer:

Using former knowledge and is without mistakes in the learning;

Negative Transfer:

Using former knowledge but is with mistakes and errors.

2.2 Previous Researches on Language Transfer

It has been more than one hundred years since the earliest research on language transfer, and during a period of more than one century, linguists persisting in their own opinions were divided into dozens of groups and had made great achievements of and monumental contributions to language transfer in their own fields.

2.2.1 General Findings

American linguist Lado brought forward a basic theory which is named Contrastive Analysis Hypothesis (CAH) in his book Linguistics Across Cultures: Applied Linguistics for Language Teacher in 1957. He advanced that language learners often attempt to transfer the features of their mother language to the second language. When the structures of the two languages are similar, learners can get positive transfer or facilitation. When the two languages are different in structures, negative transfer or interference occurs and results in errors. He also advanced that either the input or output skill of second language learners would be influenced by the forms and meanings of the first language (mother language) at linguistic level. He considered language as a habit, for which he thought the learner’s habit formed in the first language acquisition could very easily be transferred into the second language acquisition, that is, the knowledge of the first language or mother tongue influenced that of second language. The core of Lado’s theory was to compare the similarities and differences of the first and the second language, according to which he thought: 4

浙江理工大学科技与艺术学院本科毕业论文

how difficult learners might feel during the language acquisition depends on how similar or different the two languages are — the similarities between mother language and target language would definitely improve the acquisition of the target language while differences might make it even harder.

Odlin (1989) pointed out that only by doing researches on and comparing learners of different mother tongue, can researchers observe the effects or functions of the first language.

For the positive influences exerted on the second language by mother language, Sandra (1997) advanced that mother language could effectively promote the study of the second language. The bigger the vocabulary of the mother language was, the better the learners could achieve in binding the new words of second language with the existing words of the mother language, so as to be easier for them to contextualize and grasp the new words.

Lay (1988) carried out series of disquisition and analysis, and he discovered that the English compositions of those students who used the thinking pattern of their mother language more frequently were better than that of those who used less. Lay (1988) thought that, the writing ability of the mother-tongue can come about positive transfer to the writing of second language in seven aspects: a. to help find topics and points; b. to improve the ability of expressing complex ideas; c. to contribute to memorize the past experiences; d. to help grasp the layout of writing; e. to promote self-expression; f. to increase vocabulary richness; g. to enhance cultural understanding.

2.2.2 Chinese Language vs. English Language

Although the researches on the language transfer are without number, they are mostly based on two different foreign languages (such as English and French). But, Chinese experts at home have been branching out a great amount of experiments and studies, among which most of the experts held the ideas that there must exist negative transfer from mother language (hear refers to Chinese language) to the second 5

On Positive Chinese-to-English Transfer in Chinese Students’ English Learning Process

language (here refers to English language). However, researches on the positive transfer from Chinese language to English language are scarce.

It is widely accepted that during the study of English, Chinese language will certainly exert negative influences on English learning. Ji Shaofeng, et al (2006) whose researches focused on the pronunciation pointed out that the differences between Chinese and English language would produce difficulty or inhibition which might then baffle the process of English learning. Si Qin, et al (2006) indicated that, in terms of vocabulary, the connotation of Chinese is quite different from that of English, but Chinese students might easily confound them and put the connotation into each other without assuring whether it is correct or not. That would definitely influence their study of English and slower their process.

In the process of collision of English and Chinese, English has made positive effects on Chinese. Luo Weixing (2005) thought, in terms of vocabulary, English (especially English loan words) gives a strong impact on Chinese. He pointed out that many experts worried that Chinese language might be Europeanized, but actually it hasn’t. By drinking in those loan words and made them hers, Chinese language has expanded its vocabulary and enriched its power of expression.

Yu Liming (2004) agreed that Chinese could exert negative influence on English study, but meanwhile he particularly emphasized the positive influences from Chinese language to English language. He advanced that in the treatment of the question of mother tongue, it is necessary not only to fully understand the negative impact caused by the differences between mother tongue and the target language, but also to see the positive effects caused by the similarities between the two languages. He also proved that Chinese language could act as a stimulus to English learning through the researches on how the similarities between Chinese and English language could push Chinese students’ study of the usage of English motion verbs.

Wen Qiufang, et al (1998) advanced that, the influences exerted by Chinese on English were not merely on the results of language output, but also on the intermediary role in the process of output. They carried out researches on the process of Chinese students’ English composition by means of sound thinking, and they found 6

浙江理工大学科技与艺术学院本科毕业论文

that the thinking of Chinese writing would play a catalytic role during the study of English in terms of logic, the judgment of vocabulary and the arrangement of sentences.

Wang Lifei, et al (2004) used linear structural equation modeling software to describe the road map which showed how mother tongue influenced the second language, and found that the variables of Chinese language proficiency influenced learners’ English writing skills through direct or indirect path. And in that road map, the Chinese capacity of writing, vocabulary and discourse were the three variables which exerted influences on English writing most significantly. That also confirmed Wang Wenyu’s discovery (1999) — the positive role of the mother tongue has multi-faceted characters, mainly for understanding the writing prompt, extracting and comprehending concept and rhetorical information, inducting and expressing the structure and vocabulary of the second language in the second language writing.

Other scholars also advanced their opinions on the positive transfer from Chinese to English. Zuo Lifang (2007) thought, Chinese language could improve the study of English in the aspects of pronunciation, sentence structure, writing and reading. He Ying (2007) considered the capacity of Chinese vocabulary could help English writing, that is, those students whose level of Chinese vocabulary was higher would have certain advantages; on the contrary, those whose vocabulary was small were certainly in a weak position. Wang Jing (2007) indicated that the basic similarity of Chinese and English sentence structure promoted the positive transfer from Chinese to English language, so as to promote the English learning. Based on the “deep-sharing capabilities” assumptions, Bian Xu (2006) carried out research and analysis from the text framework, sentence structure and writing skills, and finally advanced that the positive transfer from Chinese to English language could appear in all the three aspects. Ji Shaoli (2007) thought that teaching English language without Chinese language as an assistant tool is bound to affect the quality of teaching. But by using Chinese language to explain and translate the complex English concepts, students could enable themselves to understand and comprehend the new concepts and reach to the learning purpose faster and more effectively.

7

On Positive Chinese-to-English Transfer in Chinese Students’ English Learning Process

3. Positive Transfer from Chinese to English Language

After having a view of the definition of language transfer, the researches on language transfer between English and Chinese and the comparison between English and Chinese language, let’s step into the big part of this thesis, that is, the Positive Transfer from Chinese to English language in Chinese students’ English learning process. The thesis will carry out researches from three aspects — pronunciation, vocabulary and discourse.

3.1 Pronunciation

In the aspect of pronunciation, Chinese belongs to tone language while English belongs to sentence language. In English there are some transcriptions that can not be found in Chinese pronunciation. This has resulted in the difficulties that Chinese students may meet in learning English pronunciation, thus forming a Chinese to English negative transfer. For example, the “th” in “thank you” should be pronounced

[θ], but because there is no [θ] in Chinese pronunciation, many students may use some similar [s] to replace [θ].

In addition to the differences, Chinese language and English language also have similarities in the manner of articulation and organs of speech. Those similarities may cause the Chinese-to-English positive transfer which is usually overlooked. Because the use of Chinese language has regional features, there is a wide variety of local dialects. In some dialects (such as the Shanghai dialect) it will be hard to tell the transcription [r] and [l], while in other places people may relatively have the advantages, though they are rarely aware that such advantage will have positive effects on their study of English pronunciation. Look at another example. As English transcriptions are more than Chinese ones, when learning English Chinese students will encounter some pronunciation which they never met before in their mother tongue. However, in Jiangsu and Zhejiang dialects (such as the dialect of Taishun, Wenzhou), some specific pronunciation which can not be found in the mandarin may 8

浙江理工大学科技与艺术学院本科毕业论文

share a coincidence with English transcription, for example, the pronunciation of “随” in “随便” in Taishun dialect is [∫], “倒掉” for the pronunciation [t∫]. As a result, Taishun dialect can make it easier for student from Taishun town to study and comprehend those English transcriptions which share a coincidence with Taishun dialect, and then improve their English learning in pronunciation. That can be called the positive transfer from Chinese to English language.

3.2 Vocabulary

In the aspect of terminology, while learning English vocabulary, the capacity of Chinese vocabulary has a direct or indirect effect on it. Learners can connect the Chinese original terms and concepts with new English words and combine them in the context, so as to better understand and master the new words.

For example, when encountering the word “camellia” at the first time, if not combining it with the Chinese original concept but directly quoting the interpretation in Oxford Advanced Learner's Dictionary (Hornby, 2000) — “any of several shrubs or small evergreen trees having solitary white or pink or reddish flowers” — students might feel it too difficult to understand what “camellia” in fact is. When resorting to Chinese language, most students must have seen “camellia”, so alone this word “camellia” can give students the image, and even without the need to explain more, students can quickly understand the new word. In addition, there are many abstract words having no specific shape or figure, but with the help of original Chinese vocabulary, students will be able to promote their understanding and mastery of those words. Take the word “adoration” as an example. The word “adoration” in the English-English dictionary is explained as “a feeling of profound love and admiration” If without the help of Chinese language, Chinese students may easily equate it with the love between lovers. But the original Chinese concept of “adoration” is “respect for heroes or infinite love for idols (对英雄人物的尊崇敬拜或对偶像的无限喜爱)”, which is much easier to be understood. Therefore, for those students who have large quantities of Chinese vocabulary, their knowledge about the 9

On Positive Chinese-to-English Transfer in Chinese Students’ English Learning Process

vocabulary is very rich, so that in terms of learning English, they can take advantage of the knowledge of original Chinese vocabulary as a supplement to visualize the new English words, and then make it much easier for them to grasp the new words. Instead, those who have got a small amount of vocabulary, in the learning of English new words, will feel it a lack of support from the knowledge of Chinese original vocabulary, and naturally bear more difficulties.

Therefore, with the help of Chinese original vocabulary, Chinese students can do vocabulary screening while writing essays. Let us take an essay written by a Chinese college student as an example.

I vote for honesty

(1). With the development of university candidates, skyrocketing, Chinese institutions of higher education are turning out soaring numbers of graduates. Therefore, it has become increasingly difficult for company executives to pick excellent applicants from seas of graduates. However, differing standards have already been set by companies to facilitate their selection work. Among them personal qualities are paramount items, such as honesty, confidence, and perseverance, to name but a few. Personally, I put honesty top on the list.

(2). First things first, honesty enjoys unparalleled status in Chinese people’s minds. Since ancient times, Chinese people have attached high value to honesty, which has long and habitually been regarded as a basic and indispensable quality a well-bred person should possess. Proverb also has it “Honesty is the best policy”, which has become household words over China. From cultural and ideological point of view, “honesty” has been a deep-rooted conception firmly embedded in people’s minds. Therefore, it is conceivably possible for employers to put honesty in the first place.

(3). Secondly, honesty, to a large degree, helps in your way to career success. Japanese employee management is a good case in point. As is often the case, Japanese companies practice a lifelong service system, that is to say, once employed, one holds rare possibilities of being dismissed. Unless you are found to be dishonest to the company, which displays to the full the great importance attached by Japanese 10

浙江理工大学科技与艺术学院本科毕业论文

companies to honesty. Moreover, your salary increase and promotion parallels your service time — an emblem of honesty. From this perspective, honesty is conducive to both your company and your own development.

(4). Last but certainly not the least, honesty brings you a large network of social relationship. A recent survey reveals people relatively tend to make friends with those of honesty, integrity and the like. Therefore, honesty is sure to become a helpful tool in dealing with people especially in the 21st century of complicated relationship network. In this sense, honesty does a lot to help build sound social relationships, which is of supreme importance, especially for fresh graduates.

(5). In concluding, honesty is not only a sort of traditional virtue passed down by our ancestors from generation to generation, but it is also a vital quality one should have to win yourself marvelous prospect as well as better reputation in contemporary society. By and large, I have been a devout believer in the proposition that honesty is the best policy.

In the process of English writing, with the knowledge of the Chinese vocabulary, Chinese students would continuously refer to the accumulation of their own Chinese vocabulary and then picked out the suitable English words to place into the article. Take the above article as an example. In the first paragraph there is a phrase “seas of graduates”. As there is an expression “人山人海” in Chinese, the author uses the “seas of” to represent the huge number of graduates in a vivid way. Look at another case, in the last paragraph, “win yourself marvelous prospect”. The author can choose a lot of synonyms to replace the “win”, such as “bring”. But since there is an expression of “通过做……使得自身赢得（荣誉尊敬等）” in Chinese, the author finally opts for the word “win”, which is superior to the word “bring”.

3.3 Discourse

“Discourse” here means the ability of composing. Most Chinese students tend to 11

On Positive Chinese-to-English Transfer in Chinese Students’ English Learning Process

maintain the thinking pattern of Chinese language. They have the habit of conceiving a Chinese version before they start to write the English one. That habit plays a promoting role in the process of English writing, that is, the positive transfer from Chinese to English. And it performs in two aspects: firstly, students continuously screen the English vocabulary with the help of Chinese language; secondly, either writing in Chinese or in English, students tend to use the same or similar manner/method to design and amend their articles.

Take the sample essay in Section 3.2 as an example.

Generally, English articles are characterized by using “analytical thinking pattern” and its thinking mode of the writing generally shows the form of “Topic Introduction — Development — Conclusion”. This “TDC” pattern is not only reflected in the article as a whole, but also sometimes is reflected in separate paragraphs. From the sample essay, it is easy to see, all the five paragraphs are divided by the author into three parts. In the first part the author put forward directly his own idea, that is, “honesty is the most important quality”. Then the following three paragraphs from 2 to 4 are the second part. It expounded in the “historical perspective”, “the perspective of job-seeking” and “the perspective of human relationship”, pointing out that “credibility is a fine tradition of the Chinese nation”, “honesty helps graduates in their job-seeking” and “honesty contributes to the establishment of good interpersonal relationships” as arguments in favor of the first paragraph of the passage. Finally, the last part as a conclusion reiterated that “honesty is the most important policy”. That is an echo to the topic introduced in the very beginning.

Using the thinking mode of English writing, the first part, which straightly points out the theme, is the “topic introduction”, the second part is the “development” and the last one is the “conclusion”; Using the Chinese mode of thinking, the three parts respectively are “起”，“承”，“合”。 As for a separate paragraph, in which “起-承-合” model has also been very well reflected. Take the second paragraph as an example, the first sentence raises the point of view, arguing that, “honesty enjoys unparalleled status in Chinese people's minds.” Next two to four sentences set forth on 12

浙江理工大学科技与艺术学院本科毕业论文

the support of the topic. The last sentence as conclusion, again pointed out, “it is conceivably possible for employers to put honesty in the first place.” Therefore, for those students who have mastered the thinking mode of Chinese writing, in writing of such English composition, the only thing they need to do is to borrow from the original Chinese model, without the need to learn English writing mode from scratch.

Judging from this, Chinese writing skills can come about very good positive transfer to the English Writing. As a result, those students who have obtained strong ability of Chinese writing may have more advantages in English writing, often in electing words, grammar and structure of the article. That is all derived from the high level of Chinese comprehensive application capacity. On the contrary, those students whose ability of Chinese writing is weaker may often encounter problems such as being less prominent in article structure, rhetorically tasteless, etc. in English writing because of their low level of Chinese comprehensive application capacity.

4. Factors Influencing Positive Transfer from Chinese to

English Language

There are a lot of factors which could promote the positive transfer from Chinese to English language, and they are mainly divided into two categories, that is, linguistic factors and non-linguistic factors.

4.1 Linguistic Factors

Linguistic factors are the interaction happening directly between Chinese and English language. They include the learners' basic knowledge of their Chinese language, and learners’ manipulation and application of the similarities and differences between the two languages.

4.1.1 Learners’ Level of the Basic Knowledge of Chinese Language

Through the above analysis of the examples, it is easy to see that, Chinese 13

On Positive Chinese-to-English Transfer in Chinese Students’ English Learning Process

students with higher levels of Chinese comprehensive application capacity have more advantages in learning English while those Chinese students of lower level may easily come across the difficulties. Therefore the learners' level of Chinese comprehensive application capacity directly exerts influence on the quality of their English learning.

4.1.2 Learners’ Manipulation and Application of the Similarities and

Differences between the Two Languages

Whether the learners can clearly understand and comprehend the similarities and differences between English and Chinese language will affect considerably their English learning. If the students are able to grasp the similarities and differences between English and Chinese, they can easily lead themselves to avoid the errors which may be caused by the differences. And also they can use the similarities to promote the positive transfer from Chinese to English language, thus helping their learning of English.

4.2 Non-linguistic Factors

Non-linguistic factors is nothing related to the direct impact between two languages, but to the impact learners themselves or outside atmosphere making to the second language learning, including learners' age, learners’ motivation of the English learning, learners’ attitude, as well as the learning environment, the role of teachers, and the fashion.

4.2.1 Learners’ Age

Many studies show that young people have distinct advantages in learning languages. Among them, the younger the child is, the more advantages he may have in comprehending languages. So when they start to learn Chinese, if parents or teachers could help the children ground the basis of English at the same time, it would produce a very good positive transfer from Chinese to English.

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浙江理工大学科技与艺术学院本科毕业论文

4.2.2 Learners’ Motivation of Learning

Although the younger the child is, the more advantages he may obtain, there are also other studies which confirmed that, among adults, those who have a strong motivation to learn are not more disadvantaged than younger children in learning the second language. Therefore, a strong motivation to learn English is one of the reasons which have prompted the positive transfer from Chinese to English language.

4.2.3 Learners’ Attitude

Learners' attitude towards both Chinese and English language is also very important. If the learners are aware that the consolidation of the Chinese knowledge is of great importance to their study of English, they would be able to make use of Chinese to help their English learning. If they think there is no any relation between learning English and comprehensive application capacity of Chinese language, they would overlook the importance of Chinese and turn to learn English mechanically. In that case, their English learning is likely to receive minus effects.

4.2.4 The Learning Environment and the Role of Teachers

Studying in a positive and harmonious learning environment, students will relax both physically and mentally, which can make them absorb knowledge well.

Teachers also play an indispensable role in the process of language positive transfer. If English teachers are very familiar with the usage of English and Chinese, they can put the knowledge of Chinese into English teaching process to cause the occurrence of positive transfer from Chinese to English language, promoting the students’ learning of English.

4.2.5 The Fashion

In recent years the fashion from English speaking countries is keeping pouring in, 15

On Positive Chinese-to-English Transfer in Chinese Students’ English Learning Process

and has produced a great impact on Chinese people, especially the young. Those trends (including trend of super stars, trend of films, etc.) to some extent are not only changing their taste of arts and their values, but also influencing their language learning, which results in the imitation of the movie conversation, and frequent appearance of some popular English words in their daily lives in the process of English learning.

5. How to Promote the Positive Chinese-to-English Transfer

Since the positive Chinese-to-English transfer does exist in the Chinese students’ English learning process, what kind of methods could learners and teachers take to help them in promoting positive Chinese-to-English transfer? Here are some suggestions.

First, since the linguistic factors (including the learners' basic knowledge of Chinese language and the learners' application of the similarities and differences between Chinese and English language) that bring the positive transfer from Chinese to English language play a significant role in the process of teaching and learning of English, teachers and students should make great use of the Chinese knowledge of pronunciation, vocabulary, and ability of writing and thinking, to promote the teaching and absorption of the new English knowledge. Meanwhile, learners have to take care to strengthen and consolidate their basic Chinese knowledge.

Second, as the above analysis shows, besides the linguistic factors, some non-linguistic factors such as learners’ age, learners' motivation of learning English, learners’ attitude, the learning environment, the role of teachers and the fashion also count a lot. Therefore, fostering a high motivation to learn, understand and grasp the similarities and differences between English and Chinese language as well as form an objective treatment of the influence of foreign trend may be very helpful for learners to promote the positive transfer from Chinese to English language in order to improve their learning of English.

Moreover, English teachers should be aware of the importance of the basic 16

浙江理工大学科技与艺术学院本科毕业论文

Chinese knowledge and learning environment in English learning process, and when teaching English they should try their best to strengthen the integration of Chinese and English language and to create positive and harmonious environment for students, so as to seize the opportunity to promote the positive transfer from Chinese to English language.

Last but not the least, as the saying goes, where there is a will there is a way, the shortest way to achieve improvements in English language learning is learners’ diligence and perseverance to learn English knowledge.

Conclusion

The present study is an attempt to find out whether there is positive Chinese-to-English transfer in Chinese students’ English learning process. From the above analysis it is obvious to see that Chinese language can produce corresponding positive transfer to English language in three aspects — pronunciation, vocabulary and discourse in Chinese students' English learning process. However, compared with the negative transfer from Chinese to English, the positive transfer is not always so obvious that it is ignored easily. Therefore, that requires teachers and learners, particularly the teachers, to attach particular importance to such positive transfer. Moreover the factors that promote the positive transfer from Chinese to English language really count a lot, including some linguistic factors such as the learners' basic knowledge of Chinese, the learners' attitudes towards how to handle the similarities and differences between Chinese and English language, as well as some non-linguistic factors such as learners’ age, learners' motivation of learning English, the learning environment, the role of teachers and the fashion. Learners and teachers should make great use of those linguistic and non-linguistic factors, so as to promote the positive transfer from Chinese language to English language.

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On Positive Chinese-to-English Transfer in Chinese Students’ English Learning Process

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Acknowledgements

一级标题单独一行,居中,三号字体,Times New Roman加粗。

This thesis would not have been written without the support and assistance of my supervisor, associate professor ╳ ╳ ╳ . Her articles and suggestions help me understand the richness of taboos and euphemisms in general. Under her encouragement and help, I chose this topic as my specific topic of research. Associate professor ╳ ╳ ╳ is very instructive in enlightening ideas, which greatly improve the level of my thesis. Thanks to her, the thesis could reach the present form.

I am also very grateful to many other teachers devoted to the job of helping me in my thesis, associate professor ╳ ╳ ╳ , professor ╳ ╳ ╳ ╳, etc.. They generously take a lot of time to give me the greatest support and guidance.

My final acknowledgements should go to the support from the English Department. The English library provided me with many useful materials and books, the contributions to create the ideas in this thesis.

In addition, any errors and inadequacies in this thesis are my sole responsibility.

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