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本文是一篇英语教学法论文，本研究采用定量研究和定性研究结合的方法，运用SPSS (Version 20) 分别计算测试句中两事件之间时间距离的平均数、标准差，然后从二语学习者的不同水平组分别选取10名被试进行回溯性访谈，从而对中国二语学习者事件序列表达中的母语概念迁移进行考察。

Chapter One Introduction

1.1 Research Background

In the field of Second Language Acquisition (SLA), language transfer is always a perennial topic. For more than 50 years, language transfer has been studied by scholars from the perspective of phonetics, phonology, morphology, syntax, semantics and pragmatics. Although a great number of theoretical and practical achievements have been made in these fields, there are still some defects and demerits in the research. Previous studies on language transfer mainly focused on the surface structure of language, rather than the cognitive structure of learners. Therefore, results or conclusions about language transfer are controversial and problematic. Thus does the phenomenon of language transfer occur at the cognitive level of learners?

As a matter of fact, human beings are always interested in the relationship between language and thought in linguistic research. The relationship between language and thought was first proposed by the German linguist Humboldt in the 19th century, and was vigorously promoted by Sapir and Whorf in the 20th century, which is also known as Sapir-Whorf hypothesis. Linguistic relativity is a weak-form interpretation of Sapir-Whorf hypothesis. Its core idea is that language helps shape thinking patterns of language users, that is to say, language influences our thought. Since then, it has aroused a wide discussion in the linguistic field. Inspired by linguistic relativity and cognitive linguistics, Aneta Pavlenko and Scott Jarvis didn’t formally propose conceptual transfer until 1998. The main content of conceptual transfer is that language users’ thought can affect language learning. Therefore, conceptual transfer opens up a new field for language transfer. In recent years, conceptual transfer has become a hot topic for scholars. 

1.2 Research Purpose

The expression of event series is different from languages in intriguing ways. Events can be tightly ordered by using serial verb constructions (SVCs) in serializing Chinese, and the temporal distance between events is short. In non-serializing English, events can be sequenced with the use of non-finite structures. As a result, events are temporally further apart. The thesis, therefore, is intended to investigate whether Chinese second language learners could conceptually transfer tight L1-based event serialization patterns into their non-serializing L2 English, and if conceptual transfer takes place, the thesis will further explore the characteristics of Chinese second language learners’ expression of event series. In addition, the thesis will explore underlying factors that affect second language learners’ L1 conceptual transfer while expressing English event series. In the end the thesis is also to expand the space of transfer studies and make more people pay heed to language phenomenon. 

Chapter Two Literature Review

2.1 Language Transfer and Conceptual Transfer

Language transfer has always been the central issue in the field of second language acquisition. Since conceptual transfer was proposed, it has opened a new research direction for language transfer.  本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。