摘要：There is negative transfer of first language(L1)in second language acquisition,which generally introduces language errors,hindering learners’second language *** EFL learners’English composition as an example,this thesis analyzes the language errors caused by the negative transfer of *** thesis is conducted as the following four stages:The first part is an analysis of the relationship between language and thinking patterns,drawing forth the concept of language transfer;the second part is the literature review on second language acquisition and language transfer;the third part is the statistical analysis of the collected 110 samples;and the fourth part is the practical and innovative *** thesis aims to assist English acquirers in understanding the negative transfer of L1 and provide effective and practical measures in the future English teaching.

摘要：language learning is a complicated process which is influenced by many factors,including cognitive factors,environmental factors and affective *** importance of affective factors in language learning has gained increasing attention in recent *** on the affective filter hypothesis(Krashen,1985),this study mainly investigates four important affective factors,namely,attitude,character,inhibition,and teacher-student *** a questionnaire survey,this study analyzes the current situation of learning affections of high school and college students,and compares their influence on second language *** results show that attitude,inhibition,and teacher-student empathy affected high school students more than college students,and character affected neither high school students nor college *** results provide some implications for English teaching.

摘要：Most current theories of second language acquisition and current views on methods and approaches to teaching English as a second language place a high value on student participation and interaction in the language classroom. This interaction may be between teacher and student and/or student and student. Despite this, in many English classrooms around the world, students have very few opportunities to interact in the second language. In this paper, using the literature on second language acquisition research and methodology to prepare a case which highlights why teachers and course designers should find ways to incorporate second language interaction and student participation in their language classes despite the practical difficulties they may face.

摘要：Due to the influence of dialect,many English learners in China tend to speak English in the way they usually speak during second language acquisition,which results in negative transfer on English *** order to reduce this phenomenon and improve the students’English pronunciation level,it is necessary for us to study the topic and put forward *** using the contrastive analysis,this paper compares the pronunciation of English,Chinese and Henan dialect so as to find out the influence of Henan dialect on English learners at segmental level and suprasegmental *** results show strong correlation between the pronunciation of English and Henan dialect for English ***,this paper analyzes the mistakes and reasons that learners of Henan province are prone to make in the process of learning,and puts forward corresponding suggestions for teaching on students’negative transfer,so as to enhance the awareness of negative transfer for teachers and students.

摘要：Growing applied linguistics research has discussed the upsurge of the usage of Arabic language among Arabic speakers in the United States （Bale, 2010; Sehlaoui, 2008）; language contact and conflict among Arab Americans （AAs） （Rouchdy, 2002）; and how mobility--both virtual and physical--influences their identities （Duff, 2015） This study researches how AAs define their affiliation to the Arabic language in the United States to understand their attitudes on language variety and ethnic diversity, religion and identity, and stereotypes of Arabs. After analyzing interviews, all three AA participants self-selected their identity based on linguistic and physical contexts Thus, the findings suggest further research on AAs should consider cyber identity as a factor for bilingual speakers and compare it with Arabic speakers in their home country

摘要：The book under review presents contrasts,contacts and interconnections and about similarity,hybridity and differences in languages and cultures by case *** provides descriptions and interpretations of social and cognitive phenomena as well as processes that emerge at the interface of languages and cultures in the context of contrastive and contact linguistics and media *** contexts are explored with rich empirical findings and authentic materials.

摘要：Phrasal verbs, accounting for a large proportion in modem language, pose numerous challenges to foreign language learners of English, who usually view verb ＋ particle combinations random. The issue of unpredictability is obviously a problem for English learners. Making things worse, many phrasal verbs are polysemous. For one thing, one phrasal verb may have multiple meanings; for another, several phrasal verbs may have the same or similar meanings. While the fast development of cognitive linguistics theory provides a new perspective for the study of English polysemous phrasal verbs. Researchers apply cognitive linguistic theory into second language acquisition and find that the multiple senses of phrasal verbs are actually systematic and motivated. The present study summarizes studies of polysemous phrasal verbs from the perspective of traditional approaches and cognitive approaches as well as the empirical studies based on it and analyzes the shortage of traditional approaches on phrasal verbs. Lastly, this paper illustrates some drawbacks of empirical study based on the assessment of Boers （2011） and points out some suggestions on further studies.

摘要：The present study employed a quantitative and network approach to detect alignment effects in second language(L2) continuation tasks designed on the xu-argument(Wang, 2016). The materials used in this study were 6 sub-corpora consisting of two selected input stories and two groups of L2 written production based on two continuation tasks. During continuation, the participants were required to continue in English a story with its ending removed, with one group reading and continuing the Chinese version and the other group the English version, and then switching their roles in the two tasks. Results show that the alignment effect differs across the two versions of continuation. Specifically, compared with the Chinese-version continuation, L2 learners produced more use of unigrams and bigrams similar to the input story in terms of lexical items, frequency and ranking correlations in the English-version task;on the other hand, the English-version continuation can facilitate generating linguistic networks that are much closer to the native English networks. Moreover, this research corroborates that written production in L2 continuation tasks can be influenced by input content.

摘要：The role of written corrective feedback（CF） in the process of acquiring a second language（L2） has been an issue of considerable controversies over past decades. This study thus endeavors to extend current work on written CF by investigating and comparing the effect on collocation learning of one traditional type of feedback—direct corrective feedback（DCF）—with an innovative type of error correction, feedback provided within context—situated feedback（SF）. The effects of the two types of written feedback were measured by examining the accurate use of target collocations in a translation test and a multiple choice test completed by 73 intermediate EFL students in China. Three groups were formed： a DCF group, an SF group, and a control group. The study found that both treatment groups outperformed the control group in the posttests and delayed posttests and that there were significant advantages of the SF group in comparison to the DCF group in both posttests. The results suggested that the provision of written CF was helpful for collocation learning and that situational context could promote the facilitative role of written CF in language acquisition. These findings are discussed from the perspectives of both second language acquisition（SLA） theory and language pedagogy and implications for future research efforts are put forward.