语言迁移：语言学习的语际影响
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- 原书名：Language Transfer:Cross-Linguistic influence in language Learning
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《语言迁移：语言学习的语际影响》是一本有关第二语言习得 中母语研究的学术专著，作者特伦斯·奥德林(Terence Odlin)是美 国俄亥俄州州立大学英语系副教授。该书初版于1989年，至1994 年已是第四次印刷。
语言迁移长期以来一直是外语教师关注的研究课题。20世纪 50年代，语言迁移研究在第二语言习得理论和第二语言教学法中 占重要地位。到了60年代，随着错误分析的深入，学习者所犯的 错误被看作是学习过程中出现的问题，而并非语言迁移的作用。 赞同乔姆斯基普遍语法观点的则否认语言迁移现象的存在。时至 今日，语言迁移在第二语言习得中的作用得到了广泛的承认，并已 形成了较为全面的理论。
本书作者对不同母语的英语学习者中介语进行了研究，根据 研究所获得的数据及相关文献对语言迁移现象的本质及其在第二 语言习得中的作用作了全面独到的阐述。全书共有十章。第一章 是总述，简要说明语言迁移研究的重要性和复杂性。第二章对语 言迁移这一概念及有关争议作了简短的历史回顾。第三章解释了 语言迁移研究中四种常见的问题。第四、五、六、七章分别从语言 学的不同分支，如语篇、语义(包括词法)、句法、语音学、音系学和 写作体系，探讨了第二语言习得中语言迁移的影响及其与普遍语 法的关系。第八章详细论述了影响个人语言习得差异的因素，从 而进一步揭示语言迁移在第二语言学习中的作用。第九章结合最 新研究成果对上述研究作总结。第十章谈论了语言迁移研究成果 对语言教学的启示。
本书的特点是理论结合实践。作者以不同母语的英语学习者 的学习实例为基础阐述语言迁移，深入浅出，简洁易懂，并对有关 的术语以通俗的语言加以解释，可读性强。本书对加深和拓宽读 者对第二语言习得过程的理解，对提高和改进英语教与学有一定 的指导意义。
本书的读者对象为外语教师、应用语言学家和教育研究人员， 也可供英语专业研究生及其他读者参考使用。
语言迁移长期以来一直是外语教师关注的研究课题。20世纪 50年代，语言迁移研究在第二语言习得理论和第二语言教学法中 占重要地位。到了60年代，随着错误分析的深入，学习者所犯的 错误被看作是学习过程中出现的问题，而并非语言迁移的作用。 赞同乔姆斯基普遍语法观点的则否认语言迁移现象的存在。时至 今日，语言迁移在第二语言习得中的作用得到了广泛的承认，并已 形成了较为全面的理论。
本书作者对不同母语的英语学习者中介语进行了研究，根据 研究所获得的数据及相关文献对语言迁移现象的本质及其在第二 语言习得中的作用作了全面独到的阐述。全书共有十章。第一章 是总述，简要说明语言迁移研究的重要性和复杂性。第二章对语 言迁移这一概念及有关争议作了简短的历史回顾。第三章解释了 语言迁移研究中四种常见的问题。第四、五、六、七章分别从语言 学的不同分支，如语篇、语义(包括词法)、句法、语音学、音系学和 写作体系，探讨了第二语言习得中语言迁移的影响及其与普遍语 法的关系。第八章详细论述了影响个人语言习得差异的因素，从 而进一步揭示语言迁移在第二语言学习中的作用。第九章结合最 新研究成果对上述研究作总结。第十章谈论了语言迁移研究成果 对语言教学的启示。
本书的特点是理论结合实践。作者以不同母语的英语学习者 的学习实例为基础阐述语言迁移，深入浅出，简洁易懂，并对有关 的术语以通俗的语言加以解释，可读性强。本书对加深和拓宽读 者对第二语言习得过程的理解，对提高和改进英语教与学有一定 的指导意义。
本书的读者对象为外语教师、应用语言学家和教育研究人员， 也可供英语专业研究生及其他读者参考使用。
目录回到顶部↑
series editors' preface
preface
1 introduction
earlier thinking on transfer
2.1 languages (and dialects) in contact
2.2 transfer as a controversy in language teaching
some fundamental problems in the study of transfer
3.1 problems of definition
3.2 problems of comparison
3.3 problems of prediction
3.4 problems of generalization
discourse
4.1 politeness
4.2 coherence
4.3 discourse transfer and other factors
4.4 summary and conclusion
semantics
5.1 propositional semantics
5.2 lexical semantics
5.3 summary and conclusion
preface
1 introduction
earlier thinking on transfer
2.1 languages (and dialects) in contact
2.2 transfer as a controversy in language teaching
some fundamental problems in the study of transfer
3.1 problems of definition
3.2 problems of comparison
3.3 problems of prediction
3.4 problems of generalization
discourse
4.1 politeness
4.2 coherence
4.3 discourse transfer and other factors
4.4 summary and conclusion
semantics
5.1 propositional semantics
5.2 lexical semantics
5.3 summary and conclusion
前言回到顶部↑
1999年5月至2000年6月间，上海外语教育出版社先后出版 了从牛津大学出版社引进的“牛津应用语言学丛书”19种、“牛津语 言学入门丛书”6种和“牛津应用语言学丛书续编”10种，受到了外 语界师生的一致好评和欢迎。为了向我国的外语教学与研究人员 提供更多的有关专著，帮助读者了解近年来国外应用语言学和外 语教学研究的理论，促进我国外语教学研究水平的提高，上海外语 教育出版社又精心挑选了剑桥大学出版社的应用语言学丛书10 种，形成与“牛津应用语言学丛书”相辅相成的“剑桥应用语言学丛 书”。相信这套丛书也同样能开阔我国学者的视野，通过借鉴国外 研究成果，进一步总结我国自己的外语教学经验，形成具有中国特 色的外语教学理论。
《语言迁移：语言学习的语际影响》是一本有关第二语言习得 中母语研究的学术专著，作者特伦斯·奥德林(Terence Odlin)是美 国俄亥俄州州立大学英语系副教授。该书初版于1989年，至1994 年已是第四次印刷。
语言迁移长期以来一直是外语教师关注的研究课题。20世纪 50年代，语言迁移研究在第二语言习得理论和第二语言教学法中 占重要地位。到了60年代，随着错误分析的深入，学习者所犯的 错误被看作是学习过程中出现的问题，而并非语言迁移的作用。 赞同乔姆斯基普遍语法观点的则否认语言迁移现象的存在。时至 今日，语言迁移在第二语言习得中的作用得到了广泛的承认，并已 形成了较为全面的理论。
本书作者对不同母语的英语学习者中介语进行了研究，根据 研究所获得的数据及相关文献对语言迁移现象的本质及其在第二 语言习得中的作用作了全面独到的阐述。全书共有十章。第一章 是总述，简要说明语言迁移研究的重要性和复杂性。第二章对语 言迁移这一概念及有关争议作了简短的历史回顾。第三章解释了 语言迁移研究中四种常见的问题。第四、五、六、七章分别从语言 学的不同分支，如语篇、语义(包括词法)、句法、语音学、音系学和 写作体系，探讨了第二语言习得中语言迁移的影响及其与普遍语 法的关系。第八章详细论述了影响个人语言习得差异的因素，从 而进一步揭示语言迁移在第二语言学习中的作用。第九章结合最 新研究成果对上述研究作总结。第十章谈论了语言迁移研究成果 对语言教学的启示。
本书的特点是理论结合实践。作者以不同母语的英语学习者 的学习实例为基础阐述语言迁移，深入浅出，简洁易懂，并对有关 的术语以通俗的语言加以解释，可读性强。本书对加深和拓宽读 者对第二语言习得过程的理解，对提高和改进英语教与学有一定 的指导意义。
本书的读者对象为外语教师、应用语言学家和教育研究人员， 也可供英语专业研究生及其他读者参考使用。
Language transfer has been a central issue in applied linguistics, sec- ond language acquisition, and language teaching for at least a cen- tury. Within the last few decades, however, its importance in second language learning has been reassessed several times. In the 1950s it was often deemed the most important factor to consider in theories of second language learning as well as in approaches to second lan- guage teaching. In the 1960s its importance waned as learners' errors were seen not as evidence of language transfer but rather of "the cre- ative construction process." Some researchers virtually denied the ex- istence of language transfer in their enthusiasm for universalist explanations. In recent years, however, a more balanced perspective has emerged in which the role of transfer is acknowledged and in which transfer is seen to interact with a host of other factors in ways not yet fully understood.
This reassessment of the significance of language transfer is lucidly demonstrated in this new addition to the Cambridge Applied Linguistics Series. In this timely book, Terry Odlin presents a comprehensive and original account of the nature of language transfer and its role in second language acquisition. Dr. Odlin documents the historical development of the concept of language transfer, explores the role of transfer in discourse, semantics, syntax, phonology, and writing systems, and ex- amines the way language transfer interacts with linguistic as well as cultural, social, and personal factors in second language learning and use. In the process, he surveys a large body of literature and examines data from many different languages.
Dr. Odlin's analysis challenges simplistic notions of language trans- fer and offers instead a convincing account of the process as a phe- nomenon that is fundamental to research in second language acquisition and applied linguistics. This book will hence be invaluable to students entering the field of second language acquisition, research- ers, language teachers, and anyone interested in the fundamental question of how language systems interact during the process of sec- ond language acquisition. We are therefore delighted to be able to make Dr. Odlin's research available to a wider audience through the Cambridge Applied Linguistics Series.
Michael H. Long
Jack C. Richards
The significance of cross linguistic influences has long been a contro- versial topic. As this book indicates, the controversy has had a long life not only among second language teachers and researchers, but also among linguists interested in questions of language contact and language change. Although it would be too much to hope that this book will cause such a long-standing controversy to die, the discussion of transfer here may help to set to rest some dubious claims and to point the way toward more productive thinking about cross-linguistic influences. While I have tried hard to avoid the sweeping claims that unfortunately have been frequent in discussions of transfer, I make no secret of my belief that transfer is an extremely important factor in second language ac- quisition. The available evidence, I feel, warrants that belief. Thus, the focus of this book is on empirical investigations of learners' behavior in many contexts. There is some discussion of the pedagogical impli- cations of certain investigations, but it seems to me that relatively little is known about the best ways to make use of transfer research in the classroom-hopefully, more teachers and teacher trainers will begin to think about what those ways are. There is also some discussion of theoretical work in other areas of linguistics, but I have made efforts to limit that discussion, which could go on interminably, and to limit the jargon that usually accompanies such discussion. Readers familiar with Government and Binding, Schema Theory, and Spracbbund will not find those terms, though they will note allusions to research using those terms. Some background in linguistics will be helpful in reading certain chapters (especially Chapter 7), but the glossary provided should help with some of the terminology that seemed impossible to avoid.
While this book has just one author, there are many people who have helped bring about whatever may be praiseworthy in it. In my graduate work I had the good fortune to take courses with Diana Natalicio, who recognized the seriousness of challenges to contrastive analysis in the 1960s and 1970s but who also recognized that the most extreme - albeit fashionable-criticisms of work on transfer were themselves open to challenges. Some of the more novel ideas in this book owe a great deal to work by Jacquelyn Schachter, Sarah Grey Thomason, and Eric Kel- lerman, all of whom also provided valuable feedback on a number of my ideas. As this work took shape, Jack Richards provided much en- couragement and support-without his interest, this book might never have been finished. Ellen Shaw and Linda Grossman of Cambridge Uni- versity Press helped in many ways to see the manuscript through the final stages. I would also like to thank several people who made my search for studies of transfer easier by sending me some of their work: Christian Adjemian, David Birdsong, Susan Gass, Lynn Eubank, Markku Filppula, John Hinds, Richard Schmidt, David Singleton, and Lydia White. Many thanks are also due to Lisa Kiser, Alan Brown, and other members of the Department of English at Ohio State who provided valuable comments on earlier drafts of the manuscript. Moreover, I received many forms of assistance from friends and colleagues in the Department of English, the Department of Linguistics, the programs in English as a Second Language, and also from members of the Linguistics Institute of Ireland. In addition, I would like to acknowledge the generous support provided by other units at Ohio State, including the College of Humanities, the Office of Research and Graduate Studies, and the In- structional and Research Computation Center. Finally, I would like to thank my family for their encouragement not only with this project but with much else besides.
《语言迁移：语言学习的语际影响》是一本有关第二语言习得 中母语研究的学术专著，作者特伦斯·奥德林(Terence Odlin)是美 国俄亥俄州州立大学英语系副教授。该书初版于1989年，至1994 年已是第四次印刷。
语言迁移长期以来一直是外语教师关注的研究课题。20世纪 50年代，语言迁移研究在第二语言习得理论和第二语言教学法中 占重要地位。到了60年代，随着错误分析的深入，学习者所犯的 错误被看作是学习过程中出现的问题，而并非语言迁移的作用。 赞同乔姆斯基普遍语法观点的则否认语言迁移现象的存在。时至 今日，语言迁移在第二语言习得中的作用得到了广泛的承认，并已 形成了较为全面的理论。
本书作者对不同母语的英语学习者中介语进行了研究，根据 研究所获得的数据及相关文献对语言迁移现象的本质及其在第二 语言习得中的作用作了全面独到的阐述。全书共有十章。第一章 是总述，简要说明语言迁移研究的重要性和复杂性。第二章对语 言迁移这一概念及有关争议作了简短的历史回顾。第三章解释了 语言迁移研究中四种常见的问题。第四、五、六、七章分别从语言 学的不同分支，如语篇、语义(包括词法)、句法、语音学、音系学和 写作体系，探讨了第二语言习得中语言迁移的影响及其与普遍语 法的关系。第八章详细论述了影响个人语言习得差异的因素，从 而进一步揭示语言迁移在第二语言学习中的作用。第九章结合最 新研究成果对上述研究作总结。第十章谈论了语言迁移研究成果 对语言教学的启示。
本书的特点是理论结合实践。作者以不同母语的英语学习者 的学习实例为基础阐述语言迁移，深入浅出，简洁易懂，并对有关 的术语以通俗的语言加以解释，可读性强。本书对加深和拓宽读 者对第二语言习得过程的理解，对提高和改进英语教与学有一定 的指导意义。
本书的读者对象为外语教师、应用语言学家和教育研究人员， 也可供英语专业研究生及其他读者参考使用。
Language transfer has been a central issue in applied linguistics, sec- ond language acquisition, and language teaching for at least a cen- tury. Within the last few decades, however, its importance in second language learning has been reassessed several times. In the 1950s it was often deemed the most important factor to consider in theories of second language learning as well as in approaches to second lan- guage teaching. In the 1960s its importance waned as learners' errors were seen not as evidence of language transfer but rather of "the cre- ative construction process." Some researchers virtually denied the ex- istence of language transfer in their enthusiasm for universalist explanations. In recent years, however, a more balanced perspective has emerged in which the role of transfer is acknowledged and in which transfer is seen to interact with a host of other factors in ways not yet fully understood.
This reassessment of the significance of language transfer is lucidly demonstrated in this new addition to the Cambridge Applied Linguistics Series. In this timely book, Terry Odlin presents a comprehensive and original account of the nature of language transfer and its role in second language acquisition. Dr. Odlin documents the historical development of the concept of language transfer, explores the role of transfer in discourse, semantics, syntax, phonology, and writing systems, and ex- amines the way language transfer interacts with linguistic as well as cultural, social, and personal factors in second language learning and use. In the process, he surveys a large body of literature and examines data from many different languages.
Dr. Odlin's analysis challenges simplistic notions of language trans- fer and offers instead a convincing account of the process as a phe- nomenon that is fundamental to research in second language acquisition and applied linguistics. This book will hence be invaluable to students entering the field of second language acquisition, research- ers, language teachers, and anyone interested in the fundamental question of how language systems interact during the process of sec- ond language acquisition. We are therefore delighted to be able to make Dr. Odlin's research available to a wider audience through the Cambridge Applied Linguistics Series.
Michael H. Long
Jack C. Richards
The significance of cross linguistic influences has long been a contro- versial topic. As this book indicates, the controversy has had a long life not only among second language teachers and researchers, but also among linguists interested in questions of language contact and language change. Although it would be too much to hope that this book will cause such a long-standing controversy to die, the discussion of transfer here may help to set to rest some dubious claims and to point the way toward more productive thinking about cross-linguistic influences. While I have tried hard to avoid the sweeping claims that unfortunately have been frequent in discussions of transfer, I make no secret of my belief that transfer is an extremely important factor in second language ac- quisition. The available evidence, I feel, warrants that belief. Thus, the focus of this book is on empirical investigations of learners' behavior in many contexts. There is some discussion of the pedagogical impli- cations of certain investigations, but it seems to me that relatively little is known about the best ways to make use of transfer research in the classroom-hopefully, more teachers and teacher trainers will begin to think about what those ways are. There is also some discussion of theoretical work in other areas of linguistics, but I have made efforts to limit that discussion, which could go on interminably, and to limit the jargon that usually accompanies such discussion. Readers familiar with Government and Binding, Schema Theory, and Spracbbund will not find those terms, though they will note allusions to research using those terms. Some background in linguistics will be helpful in reading certain chapters (especially Chapter 7), but the glossary provided should help with some of the terminology that seemed impossible to avoid.
While this book has just one author, there are many people who have helped bring about whatever may be praiseworthy in it. In my graduate work I had the good fortune to take courses with Diana Natalicio, who recognized the seriousness of challenges to contrastive analysis in the 1960s and 1970s but who also recognized that the most extreme - albeit fashionable-criticisms of work on transfer were themselves open to challenges. Some of the more novel ideas in this book owe a great deal to work by Jacquelyn Schachter, Sarah Grey Thomason, and Eric Kel- lerman, all of whom also provided valuable feedback on a number of my ideas. As this work took shape, Jack Richards provided much en- couragement and support-without his interest, this book might never have been finished. Ellen Shaw and Linda Grossman of Cambridge Uni- versity Press helped in many ways to see the manuscript through the final stages. I would also like to thank several people who made my search for studies of transfer easier by sending me some of their work: Christian Adjemian, David Birdsong, Susan Gass, Lynn Eubank, Markku Filppula, John Hinds, Richard Schmidt, David Singleton, and Lydia White. Many thanks are also due to Lisa Kiser, Alan Brown, and other members of the Department of English at Ohio State who provided valuable comments on earlier drafts of the manuscript. Moreover, I received many forms of assistance from friends and colleagues in the Department of English, the Department of Linguistics, the programs in English as a Second Language, and also from members of the Linguistics Institute of Ireland. In addition, I would like to acknowledge the generous support provided by other units at Ohio State, including the College of Humanities, the Office of Research and Graduate Studies, and the In- structional and Research Computation Center. Finally, I would like to thank my family for their encouragement not only with this project but with much else besides.
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