The Phenomenon of "Negative Transfer of Mother Tongue" in Chinese Language Learning among Non-Chinese Filipino Students and Teaching Strategies

Abstract

This article focuses on the core issue of mother tongue negative transfer in Chinese language learning for non Chinese Filipino students. Based on second language acquisition theory and comparative analysis hypothesis, combined with the context of bilingual education in the Philippines, it systematically analyzes the specific manifestations of negative transfer at four levels: phonetics, vocabulary, grammar, and pragmatic culture. Through empirical investigation data and teaching cases, reveal the three major causal mechanisms of differences between mother tongue and target language systems, learners' language psychological representation biases, and teaching environment deficiencies. A three-dimensional response system of "comparative analysis leading+layered precise teaching+cultural infiltration integration" is proposed for different levels of bias characteristics, including strengthening Chinese-English language comparative teaching, optimizing speech specific training mode, constructing immersive language environment, implementing layered task design, and cultivating cross-cultural communication skills. The research aims to provide a practical path for improving the accuracy and practicality of Chinese language learning for non Chinese Filipino students, and enrich the regional research results of Chinese international education.