How to avoid negative transfer and play the role of positive transfer in Vietnamese students' Chinese teaching

Teaching Chinese to Vietnamese students

How to avoid negative migration and play the role of positive migration

Zhang Meiyun

(Beijing East Yanjiao, Department of Literature and Law, North China Institute of Science and Technology 10 160 1)

(E-mail myzhang@ncist.edu.cn)

It is much easier for Vietnamese to learn Chinese than European and American countries, mainly because Chinese and Vietnamese are closely related in pronunciation, vocabulary, grammar and culture. Chinese teachers can make full use of these close relationships, play the role of positive transfer, reduce the influence of negative transfer and improve teaching quality.

Keywords Chinese teaching Vietnamese negative transfer positive transfer

How to develop positive transfer and avoid negative transfer in Vietnamese teaching

Zhang Meiyun

(China Yanjiao East North China Institute of Science and Technology, 10 160 1)

Compared with Europeans and Americans, Vietnamese learn Chinese more easily, which is because Chinese and Vietnamese are closely related, especially in pronunciation, vocabulary and grammar. Therefore, Chinese teachers can make good use of these connections in Vietnamese Chinese teaching, avoid negative interference and improve teaching quality.

Keywords: Chinese teaching; Vietnamese; Positive language transfer; Negative interference

In recent years, the worldwide "Chinese fever" is in the ascendant. There are nearly 100 countries in the world learning Chinese, with 30 million students and more than100,000 students studying in China. Vietnam is adjacent to China. Due to economic, cultural, communication and tourism reasons, Vietnamese people are particularly enthusiastic about learning Chinese. However, it is precisely because of this proximity, especially the relationship between Chinese and Vietnamese, that Chinese teaching in Vietnamese should be different from that in European and American countries, and special attention should be paid to transfer in language acquisition.

Migration is a concept of psychology. It refers to the influence of acquired knowledge, skills, experience and even learning methods and attitudes on learning new knowledge and skills. If this effect is positive, it is called positive migration, also known as migration. On the contrary, it is called negative migration or interference. In the process of second language acquisition, the negative transfer of mother tongue to target language is an objective phenomenon.

This phenomenon is especially reflected in phonetic learning, especially in the stage of phonetic intervention and primary learning. Mother tongue interference is the main cause of speech errors.

First of all, the transfer function of Chinese and Vietnamese phonetics is compared and analyzed, and the teaching steps from similarity to difference and from easy to difficult are implemented.

(A) the analysis of Chinese-Vietnamese phonetic transfer

Chinese and Vietnamese have the same phonetic basis. Chinese is given to phonetic chinese characters by Pinyin Scheme, and Vietnamese is recorded by Latin alphabet, and its homophonic is Latin alphabet. This feature creates favorable conditions for Vietnamese students to learn Chinese Pinyin. Their understanding and recognition of Chinese Pinyin is obviously much better than that of students from countries whose mother tongue symbols are non-Latin letters. However, there are some differences in the choice of Latin letters between Chinese and Vietnamese, which greatly interferes with Vietnamese students' memorization or pronunciation practice through pinyin symbols in the primary learning stage.

Chinese syllable structure can be divided into three parts: sound, rhyme and tone, and vowel part can be divided into three structural components. It can be said that the syllable structure of Chinese and Vietnamese is hierarchical. The syllable structures of Chinese and Vietnamese are basically the same. However, the nature and quantity of internal components of syllables in the two languages: sound, rhyme and tone, and their combination rules are not the same. In Chinese, there is a limit to the coordination of sounds and rhymes that constitute syllables, and the relationship between them is mainly manifested in the strict spelling rules of the pronunciation part of initials and the four tones of finals. For example, tongue sounds J, Q, X can only appear before even-toothed and nipping. Tongue-tip sounds Z, C, S, zh, ch, sh, R are generally not matched with teeth-discharging and mouth-pinching. Vietnamese is not like this. Although there are some restrictions on the phonological coordination of Vietnamese (for example, the initials of lip sounds are generally not coordinated with vowels with middle sound U except for single vowel u[u]), the phonological coordination is relatively free in general. The restriction of Vietnamese syllables is mainly manifested in the coordination of vowels and tones. This is because Vietnamese has rhyme, and the combination of vowels and tones is limited. Of the six tones in Vietnamese, only two can appear in the final syllable, and the others can't.

Chinese and Vietnamese are similar in phonetic form and nature, but there are also differences. For example, Chinese and Vietnamese initials are different, which is reflected in the different phonetic characteristics of initials, such as aspirated/unvoiced, unvoiced/voiced opposition and so on. In addition, there are 2 1 initials in Chinese and 23 in Vietnamese (excluding zero initials).

In short, Chinese and Vietnamese are basically the same in syllable structure. Consonant is one of the important structural components of initial-syllable in two languages (zero initial is a special initial). It's just that the phonetic form, nature and quantity of consonants are different. Therefore, in phonetics teaching for Vietnamese students, listening, distinguishing and pronouncing have many incomparable advantages.

At the same time, we should also see the negative transfer of Vietnamese to Chinese. For example, Vietnamese interferes with the acquisition of initials.

In the process of Vietnamese students' acquisition of Chinese initials, the interference of Vietnamese mainly has the following manifestations:

1. I'm not used to making Chinese aspirated sounds, especially fricative aspirated sounds. Because aspirated/unvaspirated Vietnamese is not an important distinguishing feature of initial consonant system, there is no pronunciation method of affricate.

2. Use the pronunciation habits of some voiced initials in Vietnamese to pronounce the corresponding unvoiced initials in Chinese.

3. Make use of the pronunciation habit of Vietnamese consonants to pronounce Chinese affricates in the same position as Chinese.

Therefore, we should dialectically analyze the phonetic transfer phenomenon of Vietnamese students learning Chinese and effectively guide the teaching practice.

(B) the implementation of comparative analysis results in teaching practice

In the teaching process, we should fully understand and play the positive transfer role, reduce the explanation of phonetic knowledge, show the pronunciation process and results, and let students accurately master the pronunciation of Chinese through the association and comparison of their mother tongues. Specifically, the following methods can be adopted:

1, according to the characteristics of Chinese-Vietnamese phonetic transfer, break through the teaching order of Chinese Pinyin scheme.

(1) Phoneme teaching: first, arrange vowels and sounds similar to students' mother tongue pronunciation (such as b m f s a i ai ei), then arrange phonemes that are different from their familiar phonetic system but easy to be confused (such as NLG KPU O–I UO IU), and finally arrange phonemes that they find unfamiliar and difficult to pronounce (such as J Q X C Z SH ZH). This method of arranging phonetic knowledge fully considers the process and law of second language acquisition, and completely embarks from the students' point of view. By contrast, highlighting the key points and difficulties, teachers will save a lot of time and energy in teaching, which is a beneficial breakthrough to improve the efficiency of pronunciation teaching.

(2) Tone teaching: Chinese tone is also a very complicated teaching content and a learning difficulty for Vietnamese students. Because there is no strict correspondence between the four tones in Chinese and the six tones in Vietnamese, they often look for tone values similar to those in Chinese. Many Vietnamese students often read four tones as close to one tone and one tone as a tone value between four tones and light tone. It is difficult for Vietnamese students to pronounce two or three tones accurately, and often the height and length are not up to standard. In the cognitive stage of teaching students, they should be taught in the order of first, fourth, second and third according to their receptive ability. Students can practice singing the first, second, third and fourth tones after fully mastering their respective pronunciations. In the process of teaching syllables and sentences, tone sandhi and light tone should be taught.

2, according to the basic principles of second language teaching, strengthen imitation and practice.

In classroom teaching, in order to effectively teach students to master the initial consonant system of Chinese in a limited teaching time, teachers must fully understand and embody the basic principles of teaching Chinese as a foreign language, in addition to strictly observing the general teaching principle of pedagogy: "consciously imitating first, supplemented by necessary phonetic theory knowledge".

The way to learn second language pronunciation is to form skills through imitation and practice. Imitation is undoubtedly the most important acquisition method in phonetic learning. However, pronunciation learning can't just rely on imitation. It is also necessary for teachers to give appropriate guidance and guidance of phonetics theory knowledge for the pronunciation which is quite different between the target language and the mother tongue.

In the primary learning stage, especially in the period of Chinese phonetic intervention, it is necessary to practice Chinese initials alone. For Vietnamese students, the initial consonant system of Chinese pronunciation is the most prominent difficulty in learning Chinese pronunciation. In Vietnamese pronunciation, there is almost no basic action of rolling the tongue to breathe. Vietnamese students must practice and correct their mistakes repeatedly for a period of time before they can gradually form these pronunciation actions.

Adult's second language phonetics learning is based on the first language phonetics. In the process of Vietnamese students learning Chinese initials, the auditory perception and pronunciation habits of Vietnamese phonology have a great influence on Chinese initials. This is the so-called interlingual transfer. On the other hand, the opposite phonetic features and phonetic combination rules of Chinese phonetic system different from Vietnamese phonetic system also bring many difficulties to learners, leading to phonetic errors, which is called intralingual transfer. In the teaching of Chinese phonetics, especially in the teaching of initials, especially in the stage of phonetic intervention, teachers should be good at using comparative method, training repeatedly, highlighting the learning difficulties of Chinese phonetics, and eliminating mistakes as early as possible.

Second, make full use of "Chinese loanwords" and seek common ground while reserving differences. Practice makes perfect.

Due to the close relationship between Vietnamese culture and China culture, Vietnamese has also been greatly influenced by Chinese, which is mainly manifested in the large number of Chinese loanwords in Vietnamese. These Chinese loanwords not only enrich and develop Vietnamese itself, but also create convenient conditions for Vietnamese to learn and understand Chinese vocabulary.

According to ancient records, the relationship between Viet Nam and China probably began in the second and third centuries BC, and the contact of languages also began with the communication between ethnic groups. From then on, by the second half of the19th century, the contact between Vietnamese and Chinese had gone through a historical process of more than two thousand years. Vietnamese has absorbed a large number of Chinese words, which makes modern Vietnamese, which has been divorced from square characters in form, still have a very close relationship with Chinese. It is a historical fact that China has influenced Vietnam in all aspects, and China people have influenced the Vietnamese. Chinese words have been integrated into Vietnamese and become an indispensable part of Vietnamese, which has played a great role in enriching the expressive ability of Vietnamese.

These loanwords are widely used in Vietnamese, which brings a lot of convenience to foreign students whose mother tongue is Vietnamese. However, because language is the product of society, vocabulary will constantly evolve with the development of society. Although a large number of loanwords are similar in form to today's Chinese, their connotations have changed greatly.

In addition to the absorption and reference of words, Vietnamese words are similar to Chinese in formal features, such as homophones, synonyms, polysemy, polysemy and so on. However, in Vietnamese, there are no polyphonic words. For Vietnamese students, it is hard to understand that "de, dé, dü i" has three pronunciations, and the meanings are so different.

Therefore, teachers specializing in Vietnamese teaching can deeply study the evolution of Chinese loanwords in Vietnamese and the overall differences between China and Vietnam, seek common ground while reserving differences in the comparison results, and try their best to exert positive transfer and reduce negative transfer.

Third, master the structural rules and cultivate a sense of language.

Chinese and Vietnamese are both monosyllabic languages and belong to the same root language; The grammatical relationship between words is not expressed by morphological changes, but by word order and function words. Therefore, in the process of teaching Chinese to Vietnamese students, we should downplay the linguistic phenomena with the same grammatical structure and emphasize their differences.

For Vietnamese students, learning Chinese grammar rules requires an epiphany, from ignorance to familiarity. Judging from the teaching situation in recent years, Vietnamese students seldom use typos and often make mistakes in word order. The early word order errors in Chinese learning are "adverbial postposition", followed by "attributive postposition" and central preposition, which are basically word order errors. The mistakes of "Ba" and "Bei" sentences that are difficult for European and American students are rare among Vietnamese students, and sometimes even strengthened. In some unnecessary situations, students will use these two sentence patterns stiffly. These phenomena are all manifestations of negative migration. To avoid this negative transfer, first, students are required to memorize more texts or sentences and cultivate a good sense of language through rote memorization; The second is "do nothing, do nothing". For Vietnamese students, it is not necessary to explain the laws of Chinese grammar itself, but only to compare the important differences between Chinese and Vietnamese grammatical structures. On the premise of studying hard, students will naturally have an epiphany after they further understand the structural laws of the two languages.

Fourth, with the help of similar cultural connotations, we can deeply understand and use Chinese.

China culture has influenced Vietnamese cultural customs, moral concepts, ways of thinking and even national spirit through Chinese characters and Chinese. Tet festivals in Viet Nam are almost the same as those in China, including New Year's Day "Nguyen Tan", Dragon Boat Festival "Doan ngo", Lantern Festival "Tet Nguyen tieu", Mid-Autumn Festival "Trung thu" and cold food "Han Thuc". The Confucianism advocated by China is very familiar to Vietnamese people, because almost everyone grew up under the influence of Tan Zongwu's "Three Cardinals and Five Permanences", Di Baoliu's "Harmony is Valuable", Dolby-Jia's "Self-cultivation" and Ky so bat duc vat thi u nhan's "Don't do to others what you don't want them to do to you". In the current academic title system in Viet Nam, the names of China's imperial examination era are still adopted, such as Tu Tai, Tian Si, Jinshi and Cunhan. The essence of China culture has greatly influenced the personality formation of Vietnamese intellectuals, imperceptibly influenced people's ideas and cultural psychology, and even influenced their daily life and behavior. People who don't know Chinese characters can use Chinese idioms fluently through Chinese and Vietnamese words. For example: An Panzuqi's Watch Your Own Place, Bai Jingnan Su's Unconsciousness, Hong Renbei Meng's Beauty is Unlucky, Deng Qingenchun's Justification, An Zulu Yipu's Living and Working in Peace and contentment, Meng Danghe Dou's Suiting Your Own Houses, Tan Tongde's Three Obediences and Four Virtues, Anqiao Sandan's Learning New Things by Reviewing the Past. Moreover, although many Chinese words and concepts do not conform to Vietnamese grammatical rules, they are naturally accepted, such as A Dream of Red Mansions and The Journey to the West jay du ky (according to Vietnamese grammar, it should be

Therefore, for Vietnamese students, the cultural phenomena involved in language teaching are more easily accepted and understood by students. This is also one of the important advantages for Vietnamese students to learn Chinese. Teachers should take advantage of the situation and give full play to the positive transfer of culture.

refer to

1. Yang Na: Analysis of Common Phonetic Errors in Vietnamese Learning Chinese, Yunnan Normal University, 1, 2005.

2. Zhou Xiaobing: Introduction to Teaching Chinese as a Foreign Language, Sun Yat-sen University Press, April 2004, first edition.

3. Lu: On the Origin of Sino-Vietnamese Cultural Exchanges, Oriental Studies, 1994.

4. Zhao Yulan: Chinese Loanwords in Modern Vietnamese, Orientalism, 1994.