Language Transfer Theory And Russian Teaching Practice

With the development of research in foreign language teaching, more and more attention has been paid to the impact of native language upon foreign language learning. For Russian learners, as the system of native language has long been established, it keeps an impact on their Russian learning, which can be regarded as language transfer. The rule of language transfer and its impact on foreign language learning are problems for foreign language teachers to master, in order to make use of positive transfer and avoid negative transfer.Russian and Chinese are of different language families. Due to differences between the two, there will be a lot of negative transfer, which will hinder learner's Russian learning. Bearing the phenomenon of negative transfer in mind, based on a comprehensive comparison between Chinese and Russian, the author intends to find the field where negative transfer takes place and its impact on learning. Also the author uses the theory of language transfer to promote Russian teaching strategies. There will be three sections in this dissertation.The first section introduces the theory of language transfer, which includes its definition, its form and its development.The second section concerns the field where native language has impact on foreign language learning and its consequences. Based on comparisons between Chinese and Russian, from aspects of phonology, grammar and lexis, the author illustrates how transfer takes place and its influences.The third section is about the application of theory of language transfer in Russian teaching. Based on findings in the previous section, the author puts forward effective teaching strategies concerning phonology, grammar and lexis, aiming to reduce negative transfer to the minimum.In the light of the theory of language transfer, the author summarizes the differences between Chinese and Russian from aspects of phonology, grammar and lexis, points out the field where negative transfer is liable to occur and finally proposes effective teaching...