【正文】 s heart. Seven types of English learning motivation were found for Chinese graduate. They are intrinsic interest, learning situation and individual development, going abroad, munication medium, external requirement and test score [1]. And without it we always feel confused and feel out of our wits while we stray and wander on the way.We need to acquaint ourselves with our motivations and attitude. We should see clearly about our attitude in order to improve our efficiency and get twice the result with half the effort. As we all know a positive and a negative。Chapter 4 Conditions for English LearningEnglish is a basic tool in the new world. More and more Chinese people are trying their best to charge it. But, in fact, the results are always not satisfactory, because we don’t have the conditions for second language learning. In the book of Conditions for Second Language Learning, Bernard Spolsky shows seventyfour conditions of second language learning. He specially notes that thirtyone conditions are necessary and the others are typical and graded conditions. Among the thirtyone conditions, social context, culture background, exposure conditions, attitude and motivation and native pronunciation are the most important. Social Context According to Bernard Spolsky, language is primarily a social mechanism, so languages are learned in social context. He proved this idea by quoting another linguist’s remarks: “What is needed is a linguistics which can describe whatever features of speech proves relevant in the given case, and which can relate linguistic elements to each other in terms of relationships of role, status, task and the like. Such a linguistic requires foundations in social theory and ethnographic practice as well as in practical phonetics and grammar.”Accordingly, we can divide social context of secondlanguage learning into two parts, learning in a ‘natural’ setting and learning in the ‘classroom’.First, the “Natural Situation”. A natural situation for secondlanguage learning is one where the second language is experienced in a situation that is similar to that in which the native language is learned. That is, language is experienced in conjunction with the objects, situations and events of everyday life。 But individually, they have their own pronunciation and standard. Chinese has four tunes but English only depends on the different positions of the stress. In addition, in English there are some phonetics which are very difficult to pronounce like[r] [v] etc. In Chinese pinyin, each “zi” has a “yunmu”, which is like the vowel sound in English. An English consonant or several consonants are preceded by a vowel. while that in English is developed in the way as a tree with its branches produced from their stem and their twigs produced from the branches. Hence, Chinese and English sentences are divided into “bambootype” and “treetype” separately. According to Liu Xie, a Chinese sentence is built on the basis of amalgamation of characters, which makes a sentence。 An uncapped boy presented himself for an 。(Waley,1999:34)SVOC 吾從周。 We follow upon Chou. 汝，器也。 You are a vessel. 子曰。 They hold that a Chinese sentence is based on two parts: theme and rhyme. The Ttype patterns center on the topic, while the Rtype on the ment. For instance, “逝者如斯夫！”(Waley,1999:110) According to literal understanding, it is a sentence with nominal topic . the passing time. Another example is “巧言令色，鮮矣仁。條件；語言遷移ContentsAcknowledgements ………………………………………………………..……. …4Abstract …..………………………………………………………….…………..…..5摘 要……….……………………………….………………….………………...…6Chapter 1 Introduction ……………………………………………….……….........9 The significance of the Research ……………………………………..…...9 Organization of This Paper ………………………………...…..……9Chapter 2 Literature Review …………………………………………………..…..10Chapter 3 English Learning in Chinese Context.....................................................12 Actuality of English Learning in China…………………………..…..12 Factors Affecting English Learning………………………………..…12 The Restriction of Social Context…………………………..…..13 Differences between the Two Languages…………………..…..13 The Goals and Motivation………………………………………14 Phenomena of Language Transfer……………………………....14 Distinctions between English and Chinese…………………………....15 Structure…………………………………………………………16 Pronunciation…………………………………………………....17 Vocabulary……………………………………………………....17 Culture…………………………………………………………...18Chapter 4 Conditions for English Learning………………………………………..19 Social Context…………………………………………………………19 Attitudes and Motivation………………………………………………20 Native Pronunciation Condition……………………………………….21 Cultural Background要克服這種影響，學(xué)習(xí)者首先要注意語言的遷移作用和跨文化的交流，其次要端正學(xué)習(xí)的態(tài)度，樹立可達(dá)到的目標(biāo)，最后盡可能利用現(xiàn)有的資源創(chuàng)造適合學(xué)習(xí)英語的環(huán)境。本文主要分析了影響英語學(xué)習(xí)的重要因素：社會環(huán)境、兩種語言間的差異，學(xué)生學(xué)習(xí)英語的目的與動機。目前，學(xué)生們接觸英語的機會很多，而且我們國家也花了大量的人力、物力，著重培養(yǎng)英語人才。 second language learning。裝訂線 本科生畢業(yè)論文（設(shè)計） 題目：On the influence of Chinese context in English learning 論漢語語言環(huán)境對英語學(xué)習(xí)的影響 AcknowledgementsMy idea for the thesis sprang from the enlightenment of my tutor, to whom I owed great gratitude and appreciation. She gave me invaluable institutions and encouragement. In the process of posing this paper, she gives me much academic and constructive advice and helps me to correct my paper.Moreover, I am deeply grateful to those teachers who gave me much help these four benefited me a lot with sparkling ideas in their lectures.My indebtedness also goes to my roommates, who offer me excellent advice and environment to write my paper. Finally, I would like to offer my sincere gratitude to those who spend their precious time in reading this thesis.On the Influence of Chinese Context in English LearningA