The Influence Of Second Language On First Language

Language influence is one of the common phenomena in the process of second language learning, and relevant studies are usually carried out from two perspectives, language contact and second language acquisition (SLA). The former centers on the unique product of language influence---Creole and Pidgin, while the latter focuses on the intermediate production in the language learning---interlanguage. It should be noted that while many studies have paid full attention to the influence of the first language on the learning or the use of the second language, only a few studies have touched upon language influence in the light of the second language influence on the first.The present thesis aims to provide necessary evidence to the studies concerning the influence of the second language on the first in Chinese context. Based on the literature review of previous studies, the present thesis has chosen the position of Chinese attributive modifiers as the study objective and explored the influence of the second language on the first by examining the changes in second language learners’ tolerance of Chinese sentences with attributive modifiers appearing after headwords after the intensive training of English attributive clauses. To be specific, three major research questions are proposed:1) Will the intensive training of English attributive clause imposes any influence upon the tolerance in judging the position of Chinese attributive modifiers?2) Is there a significant difference among the students with different English proficiency for the tolerance in judging the position of Chinese attributive modifiers?3) Is there a significant difference between males and females for the tolerance in judging the position of Chinese attributive modifiers?The subjects investigated in the present study are60Chinese students who are learning English as a second language in a junior middle school. After analyzing the research data, the present study has come to several conclusions. Firstly, the intensive training of English attributive clauses indeed brings significant influence to second language learners’ judgment in the tolerance of Chinese sentences with attributive modifiers appearing before and after the headwords. Secondly, second language learners’ English proficiency is closely related to their judgment in the tolerance of Chinese sentences with attributive modifiers appearing after the headwords, and learners with high level of English proficiency are most likely to accept those Chinese sentences with attributive modifies appearing after headwords, especially the ones with headwords indicating people. Thirdly, gender makes no significant difference in the changes in second language learners’ tolerance of Chinese sentences with attributive modifies appearing after headwords.