毕业论文关键字：负迁移；母语；初中生；英语口语；词汇；错误分析

Contents

Introduction 1

Chapter One  Literature Review 2

1。1 Transfer and language transfer 2

1。2 The researches abroad 2

1。2。1 Contrastive Analysis Hypothesis 3

1。2。2 The Interlanguage Hypothesis 3

1。2。3 The Markedness Theory 4

1。2。4 The Connectionist Theory 5

1。2。5 The Conceptual Transfer Hypothesis 5

1。2。6 The Error Analysis Theory 5

1。3 The researches at home 6

Chapter Two  源Q于W优E尔A论S文R网wwW.yOueRw.com 原文+QQ75201,8766 Methodology 8

2。1 Questions in the Research 8

2。2 Research Subjects 8

2。3 Research Instruments 8

2。3。1 Questionnaire 9

2。3。2 English Speaking Test 9

Chapter Three  Data Analysis and Discussions 11

3。1 Data Collection 11

3。1。1 Questionnaire Data Collection 11

3。1。2 English Speaking Test Data Collection 12

3。2 Data Analysis 13

3。2。1 Questionnaire Data Analysis 13

3。2。2 Data of Errors in the Vocabulary Analysis 14

3。3 Discussion 18

Chapter Four  Conclusion 19

4。1 Major Finding 19

4。2 Solutions for Spoken English Learning 19

4。2。1Significance of Viewing the Negative Transfer of Mother Tongue in a Right Way 19

4。2。2 Solutions of Overcoming the Negative Transfer of Mother Tongue in Spoken English Learning 20

4。3 Limitations and Suggestions for Further Study 21

References 22

Appendix Ⅰ (Questionnaire) 23

Introduction

    With the rapid development of the society, China plays a more and more important role in the whole world。 To promote our country developing faster, higher and stronger, it is a must that China needs a large number of people, especially the youths, to speak for China in front of the world。 What’s more, there are a large number of Chinese students going abroad to further their studies or to do projects, so speaking English is a basic tool for communication。 

On the other hand, while learning foreign language, listening, speaking, reading and writing are the four language skills, among which speaking competence is truly regarded as the most practical and difficult one to develop in English learning as a second language for Chinese students。 And the junior middle school students have been learning English from primary school or kindergarten, but most of them still could not speak English or communicate with foreigners in English fluently。 Maybe one of the reasons that lead to the situation as above said is that speaking receives the least attention and gets little practice from teachers and students comparing with the other three skills。 It is exactly from the junior middle school that the students begin to make complete sentences and short dialogues so that they could communicate。 It is also a time of great importance to be ready to further study。