Interlingual Transfer In Trilingual Acquisition

The phenomenon of interlingual transfer is one of the hot topics in the field of language acquisition.In language acquisition research,interlingual transfer at the phonological and lexical levels has always been the focus of scholars’ attention and research,while there are relatively few studies on interlingual transfer at the syntactic level.With the development of trilingual acquisition research,Chinese as a third language acquisition has gradually attracted the attention of Chinese teaching researchers in international Chinese education.Therefore,the phenomenon of interlingual transfer in trilingual acquisition has become a problem worthy of consideration in Chinese teaching.This paper takes the grade two students of the Chinese interest class of the Confucius Institute at the University of Lomé in Togo,Africa as the research object,and conducts a teaching research on the phenomenon of interlingual transfer in the syntactic acquisition of the primary students.The researcher selected 75 students of Ewe or French background and divided them into two groups:Group G1 consisted of 35 Chinese learners who mastered both Ewe or French.G2 group consisted of 40 Chinese learners who only mastered French.Considering that the influencing factors of interlingual transfer are relatively complex,this paper firstly used a questionnaire to give an insight into the language backgrounds of the two groups of students.On this basis,this paper makes a comparative analysis of the phenomenon of interlingual transfer between the two groups of students in the primary syntactic test.Studies have shown that when learning Chinese Nominal Predicate Sentence,Existential Sentences and Serial Verb Sentence,both Ewe or French have certain interference with the acquisition of Chinese syntax for the two groups of students,which is interlingual negative transfer.When learning Chinese Pivotal Sentence and Double Object Sentences,Chinese learners in Group G1 who master Ewe or French have more advantages in syntactic acquisition than Chinese learners in Group G2 who only master French.Finally,in the teaching research,this paper also tries to use the Construction Chunk teaching method to carry out the teaching design of Serial Verb Sentence in the context of trilingual acquisition,and puts forward some feasible suggestions for elementary syntax teaching from the perspective of teacher teaching and student learning in view of the phenomenon of interlingual transfer in trilingual acquisition.