Corpus-Based Study of L1 Transfer in English Vocabulary Learning

Jingxuan Wang

doi:10.47297/wspiedWSP2516-250040.20250908

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Corpus-Based Study of L1 Transfer in English Vocabulary Learning

9卷第8期

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Corpus-Based Study of L1 Transfer in English Vocabulary Learning
Corpus-Based Study of L1 Transfer in English Vocabulary Learning
College of International Studies, Shenzhen University, Shenzhen, Guangdong, 518060, China
2025年9卷第8期页码：176-178
纸质出版：2025-08-31
DOI：10.47297/wspiedWSP2516-250040.20250908
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(2025). Corpus-Based Study of L1 Transfer in English Vocabulary Learning. 国际教育与发展（英文版）, 9(8), 176-178.

Wang Jingxuan.Corpus-Based Study of L1 Transfer in English Vocabulary Learning[J].Journal of International Education and Development,2025,09(08):176-178.
(2025). Corpus-Based Study of L1 Transfer in English Vocabulary Learning. 国际教育与发展（英文版）, 9(8), 176-178. DOI： 10.47297/wspiedWSP2516-250040.20250908.

Wang Jingxuan.Corpus-Based Study of L1 Transfer in English Vocabulary Learning[J].Journal of International Education and Development,2025,09(08):176-178. DOI： 10.47297/wspiedWSP2516-250040.20250908.

摘要

Abstract

Language transfer (L1 transfer) has long been a classic topic in second language acquisition research

and the influence of Mandarin Chinese on English learning is particularly prominent at the lexical level. Guided by corpus linguistics and second language acquisition theories

this study analyzes manifestations

types

and causes of negative transfer from Chinese in Chinese learners' English vocabulary use through contrasted analysis of English and Chinese corpora and evaluates the efficacy of corpus techniques in identifying and correcting transfer errors. First

we should review relevant theories of language transfer and interlanguage

including Lado's Contrastive Analysis Hypothesis

Jarvis and Pavlenko's Conceptual Transfer Hypothesis

and Cook's perspective on L1 usage as well as applications of corpora in vocabulary teaching. Next

combining empirical research design and learner language samples

we analyze instances of negative transfer caused by Chinese thinking patterns in meaning selection and collocational habits and explore their cognitive and linguistic underpinnings. Finally

we discuss teaching strategies for diagnostic analysis and corrective feedback using resources such as COCA and the Cambridge English Corpus. The findings show a high frequency of Chinese transfer errors in vocabulary collocation and semantic usage among Chinese learners and demonstrate that data-driven Learning (DDL) and corpus-assisted instruction effectively heighten learners' awareness of lexical conventions and enable teachers to design targeted activities

thereby mitigating interference from negative transfer. This research offers new perspectives for L2 vocabulary teaching and suggests greater utilization of large-scale corpora to enhance pedagogical practice.

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references

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