A Study On Conceptual Transfer In The Use Of Preposition In In English Writings Of Secondary School Students

So far,Conceptual Transfer Hypothesis is the newest theory in the field of language transfer.The theory holds that different language speakers have some differences in concept structure and conceptualization modes.In terms of bilingual or the second language learners,these differences may be transferred between languages.It means that the research on transfer will no longer stop at the analysis of the superficial phenomena of language,but will focus on exploring the similarities and differences of the conceptual system between learners and their native language.Conceptual transfer phenomenon is reflected in all aspects of learners' acquisition of the target language,such as vocabulary,syntax and pragmatics.During the process of English learning,the use of English prepositions have become a major problem for Chinese students because of the different concept categories of prepositions between Chinese and English.So far,there are not enough empirical studies on the relationship between the acquisition of second language prepositions and conceptual transfer at home and abroad.However,existing studies have revealed that,for second language learners in different countries,conceptual transfer is an important factor affecting the acquisition of prepositions.English writing has received much attention in senior high school.In the process of writing,senior high school students are often influenced by Chinese concepts,thoughts and expressions.As a result of it,conceptual transfer occurs and mistakes are made.Among all the kinds of errors in the students' composition,the preposition error should not be ignored and set aside.Because as a functional verb,prepositions are oftenused with other parts of speech.Preposition IN possesses the highest using frequency in high school students' writing,which is also one of the most favorite preposition used by students.Preposition IN has plenty of meanings and usages.Among them,spatial domain and metaphorical meaning are significant usages which are the key issues researched and discussed by a number of scholars.The analysis of the errors of preposition IN in the written expressions of senior high school students can not only help the teachers to understand the students' English preposition learning and using situation,also is conducive to replenish and develop related researches of preposition and conceptual transfer.This study is aiming to explore the conceptual transfer phenomena and potential causes in the use of preposition IN in the senior high students' writings.There are three major research questions:(1)Does concept transfer exist in secondary high school students' English writing during their acquisition and use of preposition IN?(2)If it exists,does conceptual transfer difference occur in the various entries of preposition IN?(3)What are the possible causes of conceptual transfer ?In the present research,a total of 330 writings in Grade One are chosen from one middle school in Hohhot City in Inner Mongolia Autonomous as research corpus,combing with Stimulated Recall.The data of writings were analyzed by using AntConc so as to answer the above questions.The conclusions are presented as below:(1)Concept transfer does exist and is an important factor hindering the correct acquisition of preposition IN.(2)There are differences among three entries of concept transfer of preposition IN,conceptual transfer rate is highest in the entry of "using language,materials,etc.";conceptual transfer rate is lowest in the entry of "zai…li and zai…shang.The phenomenon of conceptual transfer is different among these three entries.(3)The similarities and differences between English and Chinese in thecognition of conceptual system and the input frequency of second language are two major influencing factors.Through Stimulated Recall analysis,it is found that intralingal transfer,incomplete language knowledge,lower learning motivation of students and insufficient attention paid by teachers on preposition teaching are all potential influencing factors.This study is aimed at analyzing the conceptual transfer phenomenon among secondary high school students' English writing during their acquisition and use of preposition IN.The conclusions can add and rich related research of conceptual transfer,to discuss it's enlightenment to the senior high school's English teaching.What's more,the study tries to help teachers attach importance to the conceptual transfer problems in English writing in order to take effective strategies to help students improve the correct preposition use in English writing so that to obtain a better teaching efficiency.