| This research,based on language transfer theory in second language acquisition,takes Laura,a Russian major freshman from a university in Harbin as subject,analyzing Laura’s Russian assignments completed in one academic year(September 2020 to July 2021),and triangulates the obtained data to explore the negative transfer effects of Laura’s mother tongue Chinese and second language English on her trilingual(Russian)grammar acquisition,using the empirical methods of semi-structured interviews,diary records and text analysis.The results show that: First of all,according to the findings of one-academic-year research,interlingual errors are significantly more than intralingual errors.Besides,based on Laura’s error distribution,negative transfer errors caused by CL1 and EL2 can be divided into morphological and syntactic aspects since Lesson One of New Oriental College Russian Book2.Second,regarding morphological aspects,transfer errors of verbs,nouns and prepositions caused by EL2 and CL1 are more than others in writing and translation.In terms of syntax,transfer errors of cases caused by CL1 and of expressions caused by EL2 in writing,and errors of cases,expressions,and conditional mood caused by CL1 and of clauses,expressions,and imperative mood caused by EL2 are the most in translation.Finally,in terms of the overall number of errors,either in morphological or syntactic part,the negative transfer effects of CL1 are greater than those of EL2 in translation and writing.This indicates that the negative transfer effect of CL1 is greater than that of EL2 on RL3 grammar acquisition.This research help teachers and students recognize and use the connection between the acquired languages Chinese and English and the third language Russian to predict the error types that will occur in Russian grammar acquisition,and at the same time pay more attention to the negative effects of mother tongue Chinese on Russian grammar acquisition to improve student’s Russian grammar acquisition efficiency. |
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