英漢互譯中語言遷移之認(rèn)知研究.pdf

1、Translation, as a bridge between different languages, plays an important role infacilitating the intemational exchange of economy, politics and cultures. And thetranslation between English and Chinese is an indispensable

2、 productive activity ourEnglish learners must experience in their English language learning. However, errors arefrequently observed in their translations at the levels of lexicon, semantics, grammar,syntax, culture, etc.

3、, largely due to what is termed as "cross-linguistic interference" or"language transfer", which stems from the differences between the two languages ofdifferent families. Language transfer is "the influence resulting fro

4、m sinularities and differencesbetween the target language and any other language that has been previously (andperhaps imperfectly) acquired (Odlin, 2001:27)." It occurs at the levels of lexicon,semantics, grammar, syntax

5、, pragmatics, culture and so on in listening, speaking, reading,writing and translation. From the cognitive perspective, when a learna s mastery of onelanguage has an impact on his or her mastering of another language, t

6、hat leamer isexperiencing language transfer. However, there can be negative transfers, otherwiseknown as interference, when the mastery of one language prevents the leamer fromacquiring another properly. Altematively, po

7、sitive transfers occur when knowing onelanguage can aid in developing skills for a second one.
　　 In the light of the above, a detailed cognitive analysis is conducted herein at varliouslinguistic levels to gain insi

8、ghts into our students' translation errors triggered by thenegative side oflanguage transfer, which, then, are identified as: misuses of quantifiersbefore uncountable nouns, personal pronouns and intransitive verbs at th

9、e lexical level;misuses of words in terms of part of speech, singular or plural form as well as passivevoice at the grammatical level, absence of copula, subject and conjunction, nususe ofverbs, errors in negation and wo

10、rd order, etc. at the syntactic level, in C-E translation andnegative syntactic and textual transfers in E-C translation.
　　 As revealed by the cognitive analysis, the occurrences of language transfer arecorrelated w

11、ith students' cognitive ability and attitude as well as their consciousadjustment to the differences between Chinese and English. The ability to understand andreact to the differences between the two languages plays a de

12、cisive role in preventing thenegative transfer from occurring in translation and writing. Those with stronger abilityare more sensitive to similarities, dissimilarities and inner associations between the twolanguages. Th

13、ey know their strengths and they also know their weaknesses, which theycan manage to make up for effectively. Besides, they take more positive attitude towardsthe errors, which, in turn, enable them to focus more on lang

14、uage differences thansimilarities, thus minimizing the negative transfer in their translation or writing.Based upon the above analysis, solutions to the negative transfers are suggested asfollows:Infornung students about

15、 the connotative and collocative meanings ofa word Making students aware ofthe differences between English and Chinese Encouraging students to use proper dictionaries to get the exact mearung(s) ofa word Reminding studen

16、ts to pay attention to the part of speech ofEnglish words when.memorhing them Encouraging students to thinkin English What has to be acknowledged is that the listed solutions are far from enough toaddress all the issues