【導(dǎo)讀】“遷移”最初由行為主義心理學(xué)家提出，指在學(xué)習(xí)新知識的過程中，對已有的知識進(jìn)行自動的潛意識的利用過程。語言遷移是語際語用學(xué)所研。不斷的揭示出學(xué)生從母語到目標(biāo)語的負(fù)遷移現(xiàn)象，對學(xué)習(xí)者起阻礙作用。文化交際”等概念的定義，并回顧了語用遷移研究的現(xiàn)狀。略、社會習(xí)俗、思維方式上的具體體現(xiàn)。最后，作者在以上分析的基礎(chǔ)上，認(rèn)識和理解，同時對比中西文化差異，以促進(jìn)英語學(xué)習(xí)和教學(xué)。教學(xué)，還有助于減少跨文化交際中的誤解與失敗。

　　

【正文】 ish learners were speculated to be following the Danish negation rule in realizing requests in German. In the same year, DeCapua studied the choice of directness level. Her German learners of English as L2 were assigned to do five servicecounter situational interactions concerning plaints. She showed that the German learners often directly transferred linguistic forms identical to their German into English. Beebe, Takahashi, amp。 UlissWeltz(1990) initiated a study among the Japanese learners of English as a second language concering the making of refusals. The difference detected was apparent in that Japanese ESL learners conceptualized the 湖南涉外經(jīng)濟(jì)學(xué)院本科生畢業(yè)論文（設(shè)計） III necessity of the status difference in interactions, while the Americans denied the existence of such differences even if such differences indeed existed. Bergman amp。 Kasper (1993) scrutinized apology realization by Thai learners of English by means of 20 DCT situations. The result demonstrated that 50% of the responses cluster on the transfer side. Among these transfer features the Thai learners mapped into English included six situations of the Thai verbal redress. In China, there are also a lot of monographs and articles related to this aspects, such as Discussion on Pragmatic Transfer (Pang Haolong 2020), Pragmatic Transfer Phenomenon in Second Language Acquisition(Li Xiangqin 2020), Pragmatic Transfer and Its Implications for English Teaching (Wei Yuyan 2020), Research of Pragmatic Failure in China(Sun Ya and Dai Ling 2020), Pragmatic Utility Investigation in Positive and Negative Pragmatic Transfer and Foreign Language (Yang Wenhui 2020), Language Transfer and Second Language Acquisition(Yu Li ming 2020), Pragmatic Transfer from Mother Tongue Phenomena Causing Pragmatic Failure Analysis(Li Ping 2020) and Pragmatic Transfer in Intercultural Language Communication (Zhang Bigang and Xia Hongzhong 2020). All these present people a general outlook about negative pragmatic transfer. 湖南涉外經(jīng)濟(jì)學(xué)院本科生畢業(yè)論文（設(shè)計） III Chapter 2 Manifestations of Negative Pragmatic Transfer in Intercultural Communication Negative pragmatic transfer in Intercultural munication often occurs at two large aspects, namely language aspects and social aspects. To understand negative pragmatic transfer rightly, it39。s better to look at it in the paratively detailed way. Language Aspects According to some sociologists, culture is munication and language is the carrier of culture. So it is obvious that language plays a very essential role in munication. Some detaiedl analysis on language aspects will be presented in the following. Lexical Transfer Lexis plays an important role in language study. Some learners believe that vocabulary is the most important part in learning a language and even equate learning a language with learning its vocabulary. For some learner groups, lexical errors are the most frequent category of language transfer and some native speakers consider the lexical errors in learners39。 Interlanguage to be more irritating than other types. The 湖南涉外經(jīng)濟(jì)學(xué)院本科生畢業(yè)論文（設(shè)計） III following helps to illustrate it. Errors in Articles The word article (from the Latin articulus) means a small joint or member. According to Xiao Liming(2020: 33) , in modern English, the article is a formword of the noun, and serves to specify or generalize it. There are, in general, three forms of article in English: the definite, the indefinite and the zero articles. English learners in China find it hard to use them consistently correctly not only because there is no article contrast in Chinese mon nouns, but also because there are too many exceptions to the rules guiding the use of articles (Zhang Zhenbang 1995:37). It proves even more difficult for Chinese English Foreign Language learners that the choice of an article in quite a few expressions is idiomatic. Consequently, the learners in China may omit necessary articles like the following: 1. My hobby is playing piano. 2. It was so cold on top of the mountain that we decided to make fire. 3. I would like to sell it to you at 50% discount. To make a correction, the above underlined three phrases, according to the English rule, should be: play the piano, make a fire, at a discount. It also occurs that Chinese learners insert unnecessary articles in some expressions, for examples: 4. She was in a pain. 5. He finished the school several years ago. The third case is the confusion of the use of definite and indefinite articles: 6. He smashed the letter in the rage. 7. Almost all my classmates took the fancy to the new teacher. 8. Miss Li was in a habit of telling a joke at the beginning of each lecture. The wrong use of articles causes pragmatic transfer easily, which is not good for learners to acquire Target Language appropriately. 湖南涉外經(jīng)濟(jì)學(xué)院本科生畢業(yè)論文（設(shè)計） III Errors in Prepositions defines a preposition as a connecting word showing the relation of a noun or substitute for a noun to some other word in the sentence (Lian Shuneng 51). Both English and Chinese have prepositions, but the use of English prepositions is much more plicated and idiomatic. It is estimated that there are 286 prepositions of all kinds in English, but only 30 in Chinese (Lian Shuneng 1993:50,54). Prepositions appear constantly in English speech and wring, but are usually omitted in Chinese. The errors in the following sentences show the influence of Ll(First Language) concerning such a difference. 1 .It was sold at 50 yuan in Beijing. 2. I work in the pany for several months. 3. Whenever I look back those days... 4. She could bear her husband no longer and demanded a divorce with him. For the Chinese equivalents“在北京它賣五元” and“我在那家公司工作了幾個月” of th