| The process of learning English as a third language is sophisticated,which reflected particularly in language transfer.In our country,triligual students who speak Tibetan,Chinese and English learn English as a third language and face syntactic negative transfer both from Tibetan and Chinese.However,previous researches mainly focus on the analysis of negative transfer,few researches aimed to explore how such problems are tackled in teaching practice.Thus,syntactic transfer-related researches and English grammar teaching reseaches keep independent.Aimed to helping teachers improve current grammar teaching,this study will investigate teachers’ view and attitude towards syntactic negative transfer,their use of grammatical countermeasures to overcome negative transfer,as well as the difficulties faced in grammar teaching through questionnaire survey,text analysis and semi-structured interview.The findings are as follows.(1)Teachers believe grammatical negative transfer is serious and universal,but possess positive attitude towards syntactic negative transfer.(2)Teachers tend to help students avoid or overcome negative transfer mainly through improving their grammatical awareness.(3)Teachers tend to narrow the perceived distance between L2 syntax and L3 syntax,so that they help students learn L3 grammar through similarity.(4)Teachers neglect the recency of syntactic structures and the syntactic knowledge in language input.(5)Teachers’ awareness of three-dimension grammar need to be strengthen.(6)Difficulties caused from students-related factors are much serious than others,but teacher themselves are also unconscious to thier interlingual error.(7)Negative transfer from L2 is more salient,but it can’t be explained only through single theoretical model.Based on the above research findings,this study put forward suggestions for teachers,students and researchers to improve current situations. |
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