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对比分析学者认为母语知识是对二语学习的唯一干扰因素。后错误分析学者发现其只是干扰的一部分因素,而另一部分则是由于认知因素造成的。作者对本校法语系一、二两个年级一百三十名学生法语写作进行两学期跟踪研究,结合认知因素中的思维模式差异及母语知识中的语用因素尝试分析跨文化语言写作中的障碍,并试图寻找解决方法。本文主要就中西文化思维模式差异对跨文化语言写作的影响作出分析。母语语用迁移造成的二语写作阻滞另作文章讨论。
Comparative analysis of scholars believe that knowledge of mother tongue is the only disturbing factor for second language learning. Later error analysis scholars found that it is only part of the interference factors, while the other part is due to cognitive factors. The author follows a two-semester study of 130 students’ French writing in the French department of one, two and two grades in our school. Based on the differences of thinking patterns in cognitive factors and the pragmatic factors in mother tongue knowledge, the author tries to analyze the relationship between cross-cultural language writing Obstacles and trying to find a solution. This article mainly analyzes the influence of the differences of Chinese and Western modes of thinking on cross-cultural language writing. Second language writing blockage caused by mother tongue pragmatic migration is discussed separately.