摘 要

20世纪四五十年代兴起的对比分析理论提出了母语迁移这一概念。根据“母语迁移”理论，在二语习得过程中，学习者的母语会影响二语的学习，并对其起到积极促进或消极干扰的作用。上世纪末和本世纪初，语料库语言学作为现代语言学的一个重要分支，得到了非常迅速的发展。随着语料库语言学的发展以及语料库知识的普及，越来越多的学者开始用语料库来做研究。特别是近几年，基于语料库的实证研究已经成为一个研究热点，而通过语料库研究写作中的母语迁移现象更是一个创新之举。
对于学习者来说，写作是听、说、读、写四种基本技能中难度最大的一项，是一个涉及多方面的复杂过程，而在这一过程中，母语迁移现象是极为普遍的，并且已经引起众多语言学家和外语教师的关注。因此，本文旨在结合语料库，通过词汇衔接和句子结构两方面，对国内EFL学习者的英语写作成品进行分析研究，深入探讨学习者书面语中的母语迁移现象。
本文通过实证研究将主要回答以下问题：
（1）    中国学习者的英语写作是否受到母语的影响？
（2）    这种母语迁移现象是否严重？
（3）    如何有效避免写作中的母语迁移现象？
本文通过定性研究与定量研究相结合的研究方法，以实证研究为主，描述性研究为辅。本研究首先选取来自国内某高校一群非英语专业学生为受试者，在同一阶段给受试者分配两个写作任务，然后将他们的写作成品搜集起来作为语料制成语料库。在语料库的帮助下，我们选取词汇衔接和句子结构两方面的一些典型例子对写作成品进行了对比研究。研究结果表明，国内英语学习者的写作受到母语的影响十分严重，以致大部分学生不能进行地道的英语语言表达。对于这一情况，我们具体分析了其中的原因并且提出具有针对性的写作教与学的方法以帮助学生有效克服母语干扰，逐步形成正确的英语写作习惯，从而提高书面表达能力。这对英语写作的教与学具有一定的参考价值。
  
关键词：语料库；母语迁移；英语写作；词汇衔接；句子结构
 
Abstract

The theory of “L1 Transfer” is proposed by the Contrastive Analysis (known as CA) which came into fashion in the 1960s. According to the L1 Transfer theory, the leaner’s L1 proficiency would have an influence on the L2 acquisition. In other words, it can positively promote or negatively disturb the L2 study. At the end of last century and the beginning of this century, corpus linguistics which is one important branch of the modern linguistics has developed rapidly. With the development of corpus linguistic in China and the popularization of corpus knowledge, more and more scholars begin using the corpus to do researches. Especially recent years, the corpus-based empirical studies have become very popular. What’s more, using the corpus to study L1 transfer in English writing is quite a creation.
To learners, writing is the most difficult skill of the four basic skills: listening, speaking, reading and writing. Writing is a complex process which interacts with many other activities. During this process, the phenomenon of L1 transfer is quite obvious and it has aroused the attention of many linguists and English teachers. Therefore, based on the corpus, this thesis will study L1 transfer phenomenon in the domestic EFL learners’ writing through two aspects: lexical collocation and sentence structure.
This research aimed to answer the following questions based on the empirical study:
(1)    Whether Chinese EFL learners’ English writing is influenced by their native language?
(2)    Does this influence serious?
(3)    How to avoid L1 transfer in English writing effectively?
The method this study used was a combination of qualitative and quantitative studies, in which empirical study was dominant and descriptive study was an important supplement. First, we chose a group of non-English major students of a domestic university as participants and gave them two writing tasks at the same period. Then we collected their written products as the corpora and made a corpus. With the help of corpus, we chose some typical examples of lexical collocation and sentence structure to study the written products. And the results suggested that Chinese EFL learners’ English writing was seriously influenced by their native language. Most of Chinese EFL learners can not express their opinions in English as nature as English native speakers. According to this phenomenon, we analyzed the reasons and provided methods to eliminate their native language’s interference in English writing, to get into a proper habit and finally to improve their writing ability. It is useful for the teaching and learning of English writing.

Keywords: corpus; L1 transfer; English writing; lexical collocation; sentence structure