母语迁移视角下初中生英语不定式习得偏误研究

A Study of Chinese Middle School Students’ Errors in English Infinitive Acquisition from the Perspective of Native Language Transfer

摘要: 本研究从母语迁移视角出发，系统考察初中生英语不定式习得的偏误类型、认知成因及针对性教学对策。研究采用语料库分析与控制实验相结合的混合方法，首先基于CLEC语料库对300名初中生的写作进行分析，识别出省略(64.6%)、误代(13.8%)、冗余(16.6%)和语序(4.9%)四类典型偏误，其中使役动词后省略偏误率最高(76.8%)，且复合句中的偏误率(0.67)显著高于简单句(0.42)。问卷调查进一步显示，超过80%的学习者在句子复杂时倾向于依赖汉语语感。研究进而通过教学实验验证干预策略的有效性，结果表明，接受基于迁移理论设计的精准教学(如显性标记强化、功能映射训练)的实验组，其后测准确率(0.81)及增益分数均显著高于传统教学的控制组。本研究的价值在于，不仅通过实证数据揭示了汉语隐性语法特征对英语显性形态标记习得的具体迁移路径，更提供了一套“从偏误识别到认知干预”的可操作性教学方案，对语法教学与二语习得理论研究具有双重启示。

Abstract: This study adopts the perspective of native language transfer to systematically investigate the types of errors, cognitive causes, and targeted teaching strategies in middle school students’ acquisition of English infinitives. A mixed-method approach combining corpus analysis and controlled experiments was employed. First, based on the CLEC corpus, the writing samples of 300 middle school students were analyzed, identifying four typical error types: omission (64.6%), substitution (13.8%), redundancy (16.6%), and word order (4.9%). Among these, omission errors after causative verbs showed the highest rate (76.8%), and the error rate in complex sentences (0.67) was significantly higher than in simple sentences (0.42). Questionnaire surveys further revealed that over 80% of learners tend to rely on their Chinese language intuition when dealing with complex sentences. Subsequently, a teaching experiment was conducted to verify the effectiveness of intervention strategies. The results showed that the experimental group, which received precision teaching designed based on transfer theory (such as explicit marker reinforcement and functional mapping training), achieved significantly higher post-test accuracy (0.81) and gain scores compared to the control group taught with traditional methods. The value of this study lies not only in revealing the specific transfer pathways of Chinese implicit grammatical features affecting the acquisition of English explicit morphological markers through empirical data but also in providing an operable teaching framework that moves “from error identification to cognitive intervention”. This offers dual implications for both grammar teaching and second language acquisition theory.