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【Abstract】Hu Xian county dialect is one kind of Shaanxi dialect. The English learners here are greatly affected by their dialect unconsciously. This paper is to study the negative transfer of Hu Xian county dialect on students’ English speech sounds， and explore the effective teaching methods.
【Key words】Hu Xian county dialect； negative transfer； methods.
【作者简介】牛楠，陕西师范大学。
1. Introduction
When local students learn English， there exist a phenomenon of transfer between the L1 and L2. The author teaches in a countryside primary school in Hu Xian county， students there tend to speak English with a strong， distinct accent. In this paper， the author wants to analyses the mistakes and causes， and explore some practical solutions.
2. The negative transfer of Hu Xian county dialect
The students study English from Grade 3， they can learn English very quickly， but they can not speak accurate English. Dialect always effect on their English pronunciation when they begin to learn the English pronunciation. The common problems are as follows：
2.1 /u/ and /ou/
The first phenomenon is that in Hu Xian DaWang primary school， Almost every child can not distinguish /u/ and /ou/. Because the sound /ou/ influenced by their dialect， they usually mix /u/ and /ou/ in Chinese.
For example， “土豆” /tu/—/tou/， “小組” /zu/—/zou/. Nearly every local people will be confused on these words when speak Chinese. A teacher in the school once participate in a speech competition， her performance is really good， except for a pronunciation “祖国” /zu/—/zou/.She tried to correct but always read the wrong sound unconsciously. The same as English，when reading to/tu/， do/du/， good/gud/， book/buk/， students will easily read /tu/—/tou/， /du/—/dou/. All these characteristics will transferred into English when the students in Hu Xian county learn English. The best method for students is to practice more such sounds in their mandarin.
2.2 /θ/ and /?/
Most students meet difficulties when they read the words like ‘thank’，‘three’，‘that’，‘the’ and ‘they’. Although they can tell the main difference among /θ/， /s/， /?/， /z/， they can hardly use their tongue tip correctly. My students can not pronounce /θ/ and /?/ in a right way， because there is no such counterparts sounds in their dialect phonetic system. So they pronounce some similar sounds to replace them. They usually pronounce /s/ and /z/ to replace /θ/ and /?/.
3. Countermeasures and Methods 3.1 Proper usage of speech organs
To let the students watch the pictures of vocal organs. And let they knowing clearly the pronunciation rules of our vocal organs. For example， students find it difficult to pronounce dark lateral /l/ （dark /l/）， the tend to pronounce milk /mi?k/ and film /fi?m/ . In deed， /l/ is an alveolar sound， when pronounce this sound， the tip of the tongue is brought into contact with the upper teeth-ridge to create the obstruction. （戴炜栋，何兆熊.1989， page20）
3.2 Make a contrastive analysis and correct errors
Contrastive analysis compares the forms and meanings across two languages to locate the mismatches or differences so that people can predict the possible learning difficulty learners may encounter. （戴炜栋，何兆熊.1989， page157） If the teacher makes a comparison of the foreign language with the native language，”the students will know better what the real problems are and can provide for teaching them.” （Rod Ellis， 1999.p23）
a） As the author mentioned above， some students tend to pronounce thanks /θ??ks /-/s??ks/ and this /?is/-/zis/. This is perhaps caused by negative interference because there are no such phonemes as /θ/ and /?/ in Mandarin .
b） The absence of long vowels /ei/ and /i：/ in Shaanxi dialect also cause trouble. When confronted with these two vowels， my students often take the easy way out and make them short vowels.
3.3 Reinforce practice on Mandarin
Acquiring a standard mandarin pronunciation is very necessary to reduce the negative transfer of dialect to English pronunciation. For this reason， teachers should reinforce practice in a variety of activities， such as telling stories， read Chinese poems， role-plays， etc. on Mandarin among students.
4. Conclusion
Teachers should reduce the influence of negative transfer， and give an insight into culture behind the target language， recognize the difference between the mother-cultural consciousness so as to help students pronounce the proper pronunciation.
References：
[1]張秀萍.母语影响下的英语语音问题[J].海外英语，2013（8）.
【Key words】Hu Xian county dialect； negative transfer； methods.
【作者简介】牛楠，陕西师范大学。
1. Introduction
When local students learn English， there exist a phenomenon of transfer between the L1 and L2. The author teaches in a countryside primary school in Hu Xian county， students there tend to speak English with a strong， distinct accent. In this paper， the author wants to analyses the mistakes and causes， and explore some practical solutions.
2. The negative transfer of Hu Xian county dialect
The students study English from Grade 3， they can learn English very quickly， but they can not speak accurate English. Dialect always effect on their English pronunciation when they begin to learn the English pronunciation. The common problems are as follows：
2.1 /u/ and /ou/
The first phenomenon is that in Hu Xian DaWang primary school， Almost every child can not distinguish /u/ and /ou/. Because the sound /ou/ influenced by their dialect， they usually mix /u/ and /ou/ in Chinese.
For example， “土豆” /tu/—/tou/， “小組” /zu/—/zou/. Nearly every local people will be confused on these words when speak Chinese. A teacher in the school once participate in a speech competition， her performance is really good， except for a pronunciation “祖国” /zu/—/zou/.She tried to correct but always read the wrong sound unconsciously. The same as English，when reading to/tu/， do/du/， good/gud/， book/buk/， students will easily read /tu/—/tou/， /du/—/dou/. All these characteristics will transferred into English when the students in Hu Xian county learn English. The best method for students is to practice more such sounds in their mandarin.
2.2 /θ/ and /?/
Most students meet difficulties when they read the words like ‘thank’，‘three’，‘that’，‘the’ and ‘they’. Although they can tell the main difference among /θ/， /s/， /?/， /z/， they can hardly use their tongue tip correctly. My students can not pronounce /θ/ and /?/ in a right way， because there is no such counterparts sounds in their dialect phonetic system. So they pronounce some similar sounds to replace them. They usually pronounce /s/ and /z/ to replace /θ/ and /?/.
3. Countermeasures and Methods 3.1 Proper usage of speech organs
To let the students watch the pictures of vocal organs. And let they knowing clearly the pronunciation rules of our vocal organs. For example， students find it difficult to pronounce dark lateral /l/ （dark /l/）， the tend to pronounce milk /mi?k/ and film /fi?m/ . In deed， /l/ is an alveolar sound， when pronounce this sound， the tip of the tongue is brought into contact with the upper teeth-ridge to create the obstruction. （戴炜栋，何兆熊.1989， page20）
3.2 Make a contrastive analysis and correct errors
Contrastive analysis compares the forms and meanings across two languages to locate the mismatches or differences so that people can predict the possible learning difficulty learners may encounter. （戴炜栋，何兆熊.1989， page157） If the teacher makes a comparison of the foreign language with the native language，”the students will know better what the real problems are and can provide for teaching them.” （Rod Ellis， 1999.p23）
a） As the author mentioned above， some students tend to pronounce thanks /θ??ks /-/s??ks/ and this /?is/-/zis/. This is perhaps caused by negative interference because there are no such phonemes as /θ/ and /?/ in Mandarin .
b） The absence of long vowels /ei/ and /i：/ in Shaanxi dialect also cause trouble. When confronted with these two vowels， my students often take the easy way out and make them short vowels.
3.3 Reinforce practice on Mandarin
Acquiring a standard mandarin pronunciation is very necessary to reduce the negative transfer of dialect to English pronunciation. For this reason， teachers should reinforce practice in a variety of activities， such as telling stories， read Chinese poems， role-plays， etc. on Mandarin among students.
4. Conclusion
Teachers should reduce the influence of negative transfer， and give an insight into culture behind the target language， recognize the difference between the mother-cultural consciousness so as to help students pronounce the proper pronunciation.
References：
[1]張秀萍.母语影响下的英语语音问题[J].海外英语，2013（8）.