Abstract and Key Words

Abstract: The present paper adopts an interview, an approach of empirical research, and then makes a thorough analysis of it in order to find out the main causes and corresponding strategies for secondary school students in terms of the negative transfer of the mother tongue to their oral English. This interview aims to explore the negative transfer of the mother tongue to oral English for secondary school students in three aspects: phonetics, lexis and grammar. Besides, by studying and analyzing the results of the interview, the present paper analyses some possible reasons expounded by secondary school teachers for the negative transfer of the mother tongue to the students' oral English, and puts forward some corresponding correcting methods to help the students avoid errors in oral English, enhance their understanding and command of oral English and improve the fluency and accuracy as well.

Key words: mother tongue; negative transfer; secondary school students; oral English
   
摘要：本文采用访谈调查这种实证研究方式对在职中学英语教师进行访谈调查并分析调查结果，旨在找出中学英语教学过程中母语对中学生英语口语负迁移产生的主要原因，并提出相应的纠正方法。此次访谈调查揭示了中学生在语音、词汇和语法等三个方面由于母语对英语口语负迁移而常犯的口语错误及相关原因。此外，本文进一步探究了一些减少母语对中学生英语口语负迁移的行之有效的方法,以帮助学习者避免英语口语错误，加强中学生对英语口语的了解与掌握，提高他们英语口语的流利度和准确度。

关键词：母语; 负迁移; 中学; 口语

1. Introduction
With the economic globalization unceasingly going on, English, as an international language, is playing a more and more important role in communication between different nations. This brings up further requirements of the Chinese secondary school students in terms of oral ability. But because of the negative transfer of the mother tongue to their oral English, they unavoidably make a lot of mistakes in their oral English learning.
Liu Suhua compared English with Chinese mandarin and pointed out that Chinese, the mother tongue, has negative transfer to oral English in phonology, lexis and grammar in the initial stage of the oral English learning for secondary school students. He emphasized that pronunciation was the base of stress, rhythm, pause, intonation and some other phonological skills. Liang Honglan divided the negative transfer of the mother tongue into the influence of initials to consonant clusters of English, the influence of finals to English vowel phonemes, the influence of geographical environment and timber characteristics. She also suggested that adding some comparative elements between the mother tongue and the target language was a good method to avoid the negative transfer of the Chinese phonemes to the English counterparts.