摘 要

母语负迁移指母语与目的语的不同之处对于二语学习的干扰作用，是翻译中一个重要的语言学现象。对中国的英语学习者而言，母语负迁移通常以错误或是中式英语的形式表现出来。本文在迁移理论的基础上，采用测试及问卷调查方法分别从词汇和句法角度切入，探讨英语专业学生汉英翻译中由母语负迁移产生的错误，并借此分析其中的影响因素以及给出相应的解决建议。

关键词：母语负迁移；汉英翻译；迁移理论

Contents

1. Introduction………………………………………………………………………...1

2. Methodology……………………………………………………………………….2

3. Data Analysis ………………………………………………………………………3

3.1 L1 negative transfer in lexical translation………………………………………...6

3.1.1 Translation of collocative meaning of words…………………………………...7

3.1.1.1 Mechanical combination……………………………………………………....7

3.1.1.2 Redundancy ………………………………………………………………......8

3.1.2 Translation of connotative meaning of words………………………………......8

3.1.2.1 Misinterpretation of color words……………………………………………...9

3.1.2.2 Misuse of animal words…………………………………………………….…9

3.2 L1 negative transfer in syntactic translation…………………………………….. 10

3.2.1 Translation of the syntactic construction……………………………………….11

3.2.1.1 Violation of the “end-weight” rule of sentence…………………………........11

3.2.1.2 Ignorance of hypotaxis of English sentences……………………………...…11

3.2.2 Translation of the main elements of English sentences………………………...12

3.2.2.1 Errors in translation of subject……………………………………………….12

3.2.2.2 Errors in translation of predicate……………………………………………..12

4. Finding and implications…………………………………………………………..13

4.1 Intervening factors in C-E translation………………………………………........13

4.2 Implications for translation learning……………………………………………..14

5. Conclusion…………………………………………………………………………14

Works Cited…………………………………………………………………………..16

Bibliography…………………………………………………………………….........17

An Empirical Study of L1 Negative Transfer in English Majors’ C-E Translation

1. Introduction

Historically, there are many definitions for language transfer. In his book Linguistic across Culture, Robert Lado firstly introduced the term “language transfer” in the field of SLA. Rod Ellis, the father of Second Language Transfer, regarded “transfer” as “the hypothesis concerning the difference of previous task A to task B” (175). Susan Gass, one of famous linguists, maintains it is “the imposition of notice language information on the L2 utterance or sentence”. Terence Odlin, a prominent American linguist believes, “transfer is the influence resulting from the similarities and differences between the target language and any other language that has been previously (and perhaps imperfectly) acquired” (27). This definition later becomes the wide-received account for language transfer. The thesis takes the point of view that L1 transfer refers to the influence of first language on second language acquisition when similarities and differences exist in L1 and L2.

Language transfer can be divided into positive transfer and negative transfer. Positive transfer refers to the improvement of the language acquisition for the similarities between L1 and L2. While negative transfer means the interference of the L1 to SLA as differences exist in L1 and L2.

So far, most previous studies on transfer have been limited in writing, while the research in the field of translation is seldom paid attention to. At abroad, researches concentrated on the relation of L1 transfer and translation, with the consequence and factors of L1 negative transfer included. Studies of L1 negative transfer in China are much less than those in foreign countries, among which the focus is its manifestation and function. What’s more, the studies of L1 negative transfer are mainly based on theoretical analysis, while empirical approaches are neglected. Put differently, this thesis discusses L1 negative transfer in C-E translation through the questionnaire and test, which is more scientific and objective to directly reflect the relationship between input and output. Further more, most students begin to realize the differences between Chinese and English languages and also start to learn relevant translation theories. However, seldom do they apply this grounding knowledge to translation practice. Therefore, it is difficult to improve their English proficiency. This thesis offers some suggestions to learners to master the methods of C-E translation as native-like as possible.

As translation is a bilingual cross-culture activity, native Chinese speakers usually transfer their mother language into the target language when translating. Through the discussion of L1 negative transfer, we can consciously reduce the negative effect on translation. Besides, this thesis is a try to blend linguistics and translatology, explaining the problems occurred in translation by means of linguistic knowledge. As it is, the thesis has interdisciplinary significance and offers guidance for translation learning.

The research question is twofold: firstly, to research how L1 negative transfer influences students’ C-E translation on lexis and syntax. Second is to explore its intervening factors and causes.

Starting from an applied linguistic approach to translation, this thesis will demonstrate the errors caused by L1 negative transfer in English majors’ C-E translation, and intervening factors are to be analyzed. It is divided into three parts: part one puts forward research method, including research materials, research setting, and research subject and data collection; part two discusses how L1 negative transfer affects students’ C-E translation on lexis and syntax through data analysis; part three illustrates the finding and implications of the study.

1. Methodology

There is no doubt that when practicing translation, translators more or less “transfer” elements of their L1 into the target language, thus causing some errors and chinglish. By the way of the translation test and questionnaire, this research intends to classify and analyze the L1 negative transfer in C-E translation. In this section, the experiment is performed in terms of its source text, subject, setting, and data collection.