An Investigation Into The Influence Of Chinese Topic-Prominent Features On Chinese EFL Learners' Oral Performance In CET-SET

The role of learner's first language (L1) has long been the center in the field of second/foreign language (L2/FL) acquisition. From among different typological parameters, many researchers have contrasted topic-prominence versus subject- prominence to investigate questions of L1 transfer. Much L2/FL acquisition research has examined the role of these two features to explain L2/FL verbal behavior. However, in China, the studies attempting to examine topic-prominence are relatively few, especially with regard to language learners' oral performance.The present study is undertaken to examine the influence of Chinese topic-prominent features on EFL learners' oral English performance. Based on an investigation into the performance of 70 candidates in the CET-SET in November, 2002, this study has examined the cross-linguistic influence of the native language topic-prominence in shaping Chinese-English interlanguage. By quantifying the manifestations of 5 major interlanguage structures related to Chinese topic-prominence in the candidates' oral production, this study has found that although the candidates have achieved relatively high level of proficiency in English (for all of them have passed and scored high in CET-4 or CET-6), they are still greatly influenced by TP features. To supplement the quantitative study, a questionnaire and an interview were carried out. The qualitative study was designed to probe the major findings obtained from the quantitative study and provide greater insights into the causes of errors and EFL learners' and teachers' cognition of the influence of Chinese transfer. The present study indicates that, the Chinese topic-comment structure is somewhat similar to the S-V-O word order in English. When Chinese EFL learners are speaking English, they will unconsciously borrow the similar structure in the native language to temporarily perform the pragmatic function. Therefore, the topic-prominent structures will be transferred to the Chinese-English interlanguage of the learners, although the grammatical rules in the target language are sometimes ignored. The topic-prominent structure exists in both the English and the Chinese languages, but in Chinese, it is unmarked, while in English, it's marked and rarely used. This study also finds some interlanguage structures which are related to TP features have been fossilized in Chinese EFL learners' interlanguage, and most learners failed to identify them. The present study is expected to be of some help to FL teachers and learners, raising their awareness of the influence of Chinese topic-prominence in EFL learners' oral performance. It is sincerely hoped that FL teachers can compare the typological differences of Chinese and English to make their similarities and differences known to Chinese EFL learners. And effective measures should be taken to avoid error fossilization in learners' oral performance.