An Experimental Study on Transfer of Cultural Connotation of Vocabulary

Shujing WU, Tongpei DOU


Based on transfer theory and Kellerman’s psychotypology markedness theory, this study was focused on the transfer of cultural connotation of vocabulary of the Chinese EFL learners. 216 subjects of English and non-English majors from three Chinese universities participated in a series of test in the study. Based on the scores of the test, this study yielded into two important findings. First, whole-group analysis showed that there existed transfer of cultural connotation of vocabulary among the Chinese EFL learners and the cultural awareness of the learners are positively correlative with their language capability. Second, the between-group analysis indicated L2 capability was negatively correlative with the ratio of transfer of cultural connotation of vocabulary. The ratio of transfer of cultural connotation of vocabulary of the high-ability learners was lower than that of the low-ability learners. Furthermore, individual differences, such as age, gender, learning style are also analyzed. The study provided several theoretical, methodological and pedagogical implications to L2 learning, L2 vocabulary research and interculture study. Key words: Vocabulary; Cultural connotation; TransferResumé: Basé sur la théorie de transfert et la théorie de fait d'être marqué psychotypologie de Kellerman, cette étude a été concentrée sur le transfert de connotation culturelle de vocabulaire des apprenants de EFL chinois. 216 sujets , certain sont spécialisés en anglais venant de trois universités chinoises ont participé à une série de test dans l'étude. Basé sur le grand nombre du test, cette étude a rapporté deux découvertes importantes. D'abord, l'analyse de groupe entier a montré qu'il existe le transfert de connotation culturelle de vocabulaire parmi les apprenants de EFL chinois et la conscience culturelle des apprenants est positivement corrélatif avec leur capacité de langue. Deuxièmement, l'analyse entre-groupe a indiqué que la capacité L2 était négativement corrélative avec la proportion de transfert de connotation culturelle de vocabulaire. La proportion de transfert de connotation culturelle de vocabulaire des apprenants très doués était inférieure que celui des apprenants qui ont peu de capacité. En outre, des différences individuelles, comme l'âge, le genre, le style d’apprendre sont aussi analyses. L'étude a fourni plusieurs implications théoriques, méthodologiques et pédagogiques à l'étude de L2, L2 la recherche de vocabulaire et l'étude d'interculture.Mots-clés: Vocabulaire; Connotation culturelle; Transfert

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