The effect of second language acquisition on mother tongue users at the lexical level

【Abstract】 As early as the 19th century， historical comparative linguists found the cross-linguistic influence in the study of language communication. In the second language acquisition process， the use of the mother tongue is also affected by the second language. In terms of phonetics， the influence of the second language is more subtle， however in lexical， syntax， the influence of the second language is easier to observe. But both have the transition to the characteristics of the second language. In recent years， some scholars have made their efforts to study the influence of second language on mother tongue from the syntax. All these researchers improve peoples understanding of this influence. However this paper will focus on the level of lexical， the mother tongue users use politeness principles and cooperative principles to express their intentions， for instance， the localization of foreign words and the fusion of language. Some reflect the language assimilation and cultural assimilation and the spoken language feature of the second language is still used when the grammar is not allowed in their mother tongue， for instance， literally， absolutely， anyway， apparently. And the frequent use of the second language makes it impossible to find the proper word or slightly stiff in the mother tongue at final. This paper will analyze specific phenomenon in terms of lexical in order to illustrate the influence of second language acquisition on mother tongue users.

【Key words】the second language acquisition; the influence of second language on mother tongue; the perspective of lexical level

【作者簡介】關(guān)晶予（1994.07-），女，滿族，吉林人，北華大學(xué)，碩士研究生在讀，研究方向：外國語言學(xué)及應(yīng)用語言學(xué)。

Ⅰ. Status and syntax level analysis

In the English language， the attributive can either be placed in front of the object to be modified， or it can be placed behind the object to be modified. The exact location usually depends on the length of the attributive. But if it is attributive clause， then the clause can only be located in the modified part of its nominal ingredients， which is the formal grammar in the so-called “right to branch.” While the position of the Chinese attributive is relatively fixed， can only be located in front of the object being modified， that is， the attributive clause in Chinese is “l(fā)eft to branch”.

Complex sentences are common in both English and Chinese languages and are commonly referred to as positive and negative sentences in Chinese language. The difference between the two languages is mainly in the order of the main sentence and the clause. There are nine adverbial clauses in English， which are expressed in terms of adverbial clauses of cause， condition， concession， time， place， degree， purpose， comparison， manner. The position of the first three adverbial clauses can be either before the main sentence or after the main sentence. In other words， in the complex sentence in English the clause is before or behind the main sentence in the post; but in Chinese modifier-head compound sentence， the clause is usually before the main sentence. In recent years， there are more and more modifier-behind compound sentences appeared.

Ⅱ. Analysis from lexical aspect

It is necessary to guide people to understand the relationship between language and language user identity， language and nationality， language and language loyalty， which is based on the question of English vocabulary and language choice. Language learning and using is more than language itself. With the correct attitude of the language， people can choose proper language. Only then can we make good use of English and Chinese language contact， learn to use English well， and thus enrich and improve the Chinese language and culture.

The differences between English and Chinese cultures directly contribute to the differences between their English and Chinese languages， which are manifested in their respective lexical systems and their differences in meaning. Because of the differences in historical background， social customs， religious culture， ideology and so on， we often encounter such a situation， reflecting the traditional Chinese cultural characteristics of the words in English almost no corresponding or similar expression， resulting in words vacancies. Such as concubine. And like decent， deadline， the frequent use of the second language makes it impossible to find the proper word or slightly stiff in the mother tongue at final. On the other hand， because of some differences in different national cultures， some words superficial meanings are far from their practical meanings. This phenomenon is called the word conflict， such as dragon.

The interaction between English and Chinese brings varying degrees of change to both languages. We have reason to believe that with the development of the world economy， this change will continue and change more and more. Language is not static， the language is in the use of society continue to produce， mutation is a common phenomenon of social language. Language variation has its negative effect， but it also has its positive effect. Because in the language policy， on the one hand is to emphasize the standardization， on the other hand is to pay attention to confirm the reasonable part of variation， so that it enrich our language.

Ⅲ. Conclusion

The influence of the second language on the mother tongue deepens the language teachers understanding of the cross-language influence of the student， which provides a new perspective and thought for English and Chinese teaching. The study of this field re-examines the relevance and interaction of English teaching and Chinese acquisition， providing operational methods and explanations for variation and ambiguity in Chinese teaching. On the other hand， the research in this field will help the language learners to clarify the cross between English teaching and Chinese teaching， and provide concrete and feasible suggestions. English and Chinese learners can think about the language teaching methods and effectiveness of English teaching and Chinese teaching from an affiliated perspective， improve the effect of language acquisition， and strive to achieve the “win-win” situation in which the two language systems promote each other.

We should pay attention to the influence of Chinese on English learning at the same time， we should not ignore the impact of English on Chinese language. Only by looking at this fact and studying it， we can continue to promote the development of Chinese and maintain the purity of Chinese， and through language interaction to further promote the English language teaching and language use. Chinese language should hold an open attitude for all beneficial ingredients， which will greatly enrich and improve the Chinese language and culture， enhance the vitality of Chinese.

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