English-German Transfer Phenomena and Pedagogical Strategies in German as a Second Foreign Language: A Study of English Majors

DOI: https://doi.org/10.62517/jhet.202615504

Author(s)

Man Yang*

Affiliation(s)

School of Foreign Studies, Suzhou University, Suzhou, Anhui, China *Corresponding Author

Abstract

When English major students learn German as a second foreign language, they already have a wealth of foreign language learning experience and English language proficiency. This background not only constitutes a significant advantage but also serves as a source of specific cross-language transfer errors. Based on the language transfer theory under the framework of third language acquisition and combined with classroom practice, this study systematically examined the specific manifestations of English-German transfer in four dimensions: phonology, vocabulary, grammar and discourse, and distinguished between positive transfer and negative transfer. The research further proposed an integrated teaching framework: activating positive transfer, predicting and intervening in negative transfer, and transforming cross-language interference into teaching resources. The research aims to provide practical guidance for German as a second foreign language teaching tailored to the characteristics of English major learners.

Keywords

English Major; German as a Second Foreign Language; English-German Transfer; Third Language Acqusition

References

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