Influence Of L2 To L1

During the process of L2 learning, learners’ L1 will suffer subtle changes in aspects of phonology, lexis, semantics, syntax and cognitive concepts. Currently, the studies on the influence of L2 to LI have been paid more attention gradually in the field of linguistics.Based on previous studies, Chinese existential sentences are selected as the major objective, and the changes of ESL learners’ judgments on the word orders of Chinese existential sentences are regarded as the key, all of which are used to demonstrate the influence of intensive English training on Chinese. Three major research questions are put forward as follows:(1) Will ESL learners’ judgments on the word orders of Chinese existential sentences be influenced by the intensive training of English existential sentences? (2) Are subjects’ judgments on the different types of Chinese existential sentences influenced by the intensive training of English existential sentences in the same way and to the same degree? (3) Is ESL learners’English proficiency related to their judgments on the word orders of Chinese existential sentences?40 senior high school students are chosen as the subjects in this study and the instrument is the judgment scale of word orders. After analyzing the data collected before and after intensive training of English existential sentences by Software SPSS 18.0, it is discovered that ESL learners’ judgments on the word orders of Chinese existential sentences are subjected to the influence of intensive English training. As for the different types of Chinese existential sentences, subjects tend to handle them in the same way and to the same degree. It can also be said that these types of Chinese existential sentences suffer the same degree of influence. In addition, ESL learners’English proficiency indeed brings significant influence to their judgments on the word orders of Chinese existential sentences. To be specific, the higher level of their English proficiency is, the greater they will be influenced.The findings of this study contribute to the development of the studies of cross-linguistic influence, especially to the emerging studies of reverse influence of L2 to L1. In addition, the outcomes of this study also provide English teaching and TESL with pedagogical implications:1) to compare the usages of these two languages in order to promote application ability of each language; 2) to attach importance to the role of translation in language teaching so as to deepen the learners’understanding of two languages and increase their ability of language use; 3) to develop syntactic teaching in a meaningful context can really help ESL learners master its usage; 4) to fully understand the differences between the two languages in order to minimize the negative influence of L2 to L1.