A Corpus-Based Study on the Influence of Ethnic Language on Zhuang English Learners in China
International Journal of Language and Linguistics
Volume 3, Issue 1-1, January 2015, Pages: 7-12
Received: Dec. 30, 2014; Accepted: Feb. 6, 2015; Published: Feb. 14, 2015
Views 2938      Downloads 165
Ming Yue, School of International Studies, Zhejiang University, Hangzhou, China
Yingzhu Chen, School of International Studies, Zhejiang University, Hangzhou, China
Article Tools
Follow on us
This study built a rare kind of interlanguage corpus of English compositions from middle school students of Zhuang ethnic group, exploring language transfer on English writing output of the students from their mother-tongue—Zhuang. Another interlanguage corpus is used as the reference corpus with English compositions by Chinese students of non-specific ethnic identity (but assumedly of Han majority) using Chinese as their mother tongue. Through comparison between the self-built Zhuang-Chinese-English learners’ corpus and Chinese-English learners’ one, this study found that not only are there distinctive differences between the spelling, negation, and auxiliary errors in English writing of Zhuang minority and Han majority students, but also mother-tongue transfer and training transfer have influence on Zhuang students’ English output.
Interlanguage Corpus, Spelling, Negation, Auxiliary, Transfer
To cite this article
Ming Yue, Yingzhu Chen, A Corpus-Based Study on the Influence of Ethnic Language on Zhuang English Learners in China, International Journal of Language and Linguistics. Special Issue: Teaching English as a Foreign / Second Language--tayebeh asgari. Vol. 3, No. 1-1, 2015, pp. 7-12. doi: 10.11648/j.ijll.s.2015030101.12
Valdés, G. Bilingualism, heritage language learners, and SLA research: Opportunities lost or seized? The Modern Language Journal, vol. 89.3, 2005. pp. 410-426.
Granger, S. The International Corpus of Learner English: A New Resource for Foreign Language Learning and Teaching and Second Language Acquisition Research. TESOL Quarterly, vol. 24.2, 2003. pp. 392-396.
Granger, S.. "From CA to CIA and back: An integrated approach to computerized bilingual and learner corpora. 37-51, 1996.
Gries, S. T. Some Current Quantitative Problems in Corpus Linguistics and a Sketch of Some Solutions. Language and Linguistics, vol. 16.1, 2015. pp. 93-117.
Gries, S. T. & Deshors, S. C. Using regressions to explore deviations between corpus data and a standard/target: two suggestions. Corpora, vol. 9.1, 2014. pp. 109-136.
Zheng, L. The Development of Metalinguistic Awareness of Hmong Learners in Third Language Acqusition. Doctoral Dissertation, Southwest University, 2010.
He, X. On the Transfer in Third L anguage Acquisition: A Case Study of Tibetan Undergraduates' English Vocabulary Learning in Sichuan Province. Foreign Language and Literature, vol.01, 2014. pp. 140-144.
Zhang, C. Third Language Acquisiton and the Implication for English Teaching of Mongolian Middle School Students. Chinese Journal (Foreign Laugage Teaching and Education), vol.11, 2011. pp. 135-138.
Liu, M. & Li, Y. A Study of the Influence of Mother-tongue for English Pronunciation of Zhuang College Students. Guangxi Education, vol.21, 2011. pp. 37-38+54.
Luo, H. & Zeng, J. An Analysis of the Negative Transfer of Mother Tongue on English Pronunciation of Chuang College Students. English Square, vol.Z4, 2011. pp. 50-53.
He, A. Spelling Error Analysis on Students' Writing. Foreign Language Teaching and Research, vol.03, 2001. pp. 199-205.
Abu-Rabia, S. & Sammour, R. Spelling Errors’ Analysis of Regular and Dyslexic Bilingual Arabic-English Students. Open Journal of Modern Linguistics, vol. 03.01, 2013. pp. 58-68.
Lee, N. & Huang, Y. Y. To Be or Not To Be—The Variable Use of The Verb Be in The Interlanguage of Hong Kong Chinese Children. Regional Language Centre Journal, vol. 2.35, 2004. pp. 211-228.
Li, X. & Huang, Q.. The introduction and development of the Zhuang writing system. Language Policy in the People’s Republic of China.: Springer. 239-256, 2004.
Gui, S. A Cognitive Model of Corpus-based Analysis of Chinese Learners' Errors of English. Modern Foreign Languages, vol.02, 2004. pp. 129-139+216.
Anthony, L. AntConc: A Learner and Classroom Friendly, Multi-Platform Corpus Analysis Toolkit. An Interactive Workshop on Language e-Learning. (2004). pp. 7 - 13.
Wei, M. Analysis on Negative Transfer from Mother-tongue Zhuang to English Learning. New Western, vol.10, 2011. pp. 166.
Zhang, B. The Effects of Phonological Awareness in Word Spelling. Overseas English, vol.02, 2011. pp. 228-229.
Peng, Q. & Huang, Q. Contractive Analysis on the Zhuang Dialect and English Pronunciation and the Countermeasures. Journal of Jixi University, vol.12, 2011. pp. 73-74.
Li, J. & Wu, Y. A Study of Words Order in Negation in Kam-Tai Languages. Minority Languages of China, vol.02, 2008. pp. 37-39.
Ruan, W. A Comparison of Passive Voice in English, Chinese and Zhuang. Scientific and Technological Information, vol.34, 2010. pp. 446-447.
Yang, C. Non- native Uses of Verb Constructions in the Interlanguage of College English Learners in China. Journal o f Hunan University (Social Sciences), vol.03, 2006. pp. 110-115.
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
Tel: (001)347-983-5186