摘要

由于英语和中文属于不同语系，因此两种语言的词汇少有必然的联系。词汇学习长期以来都是中国学生学习英语的薄弱环节。许多专家都认为自身母语在词汇学习过程之中只是起负迁移的作用。因此，他们主张在外语学习中要尽量少涉及到使用母语。然而我们的母语认知是根深蒂固的，不可能完全的摈弃。并且越来越多的专家开始意识到了母语在外语学习中所起到的积极的作用。本文拟以语言迁移，认知理论，以及联想记忆和深层共享假说等理论，尝试探索母语正迁移功能在英语词汇学习中的运用。
本文作者在论文中采取了文献研究与实验相结合的方法。实验前提出假设是:母语思维在二语习得过程中对语言学习者尤其是在英语词汇学习中起到促进作用。实验的内容有测试和问卷调查，学生被分为了两组，实验组是母语认知水平较高的学生，对照组相对较低。针对实验和调查的学生，采集他们对于母语对英语词汇学习是否有促进作用的相关资料，以验证客观实验结果与主观看法是否一致。实验结果表明，汉语正迁移功对于学生的英语词汇记忆能力和词汇理解能力有一定的促进作用。

关键词：正迁移，母语认知，深层共享假说,词汇学习

ABSTRACT

As the Chinese and English words have no particular logical connections, experts always incline to find the negative transfer in vocabulary learning. However, we had our mother tongue’s cognitive psychology since we were born，which cannot be abandoned at all. And some of these mother tongues’ cognitive psychology can lead positive transfer to our vocabulary learning. Based upon the theories of “Positive transfer”, “Common Underlying Proficiency”, “Associative Memory”, etc, the paper attempts to explore the function of Chinese positive transfer employed in English vocabulary development.
In order to verify the effect of positive transfer of the native language of the vocabulary development, experiments have been done in this study. The experiments have been conducted with a hypothesis: native language plays a positive part in the process of vocabulary development. The author examined twenty non-English major students at Grade One in  University and did a questionnaire concerning vocabulary memorization and comprehension. The subjects are divided into two groups. The participant group are students with rich Chinese cognitive psychological knowledge; while the control group are comparatively weak in this area .Evaluating the different performance they did in the test can show the effects of their native language on English vocabulary development. These findings reveal the need for greater awareness of students' native literacy as factors influencing the development of vocabulary in second language learning.

Key words： positive transfer ,Chinese cognitive psychology, common underlying proficiency, vocabulary development