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These transfers, instead of utterly perishing from the senior students' language use, turned to become fewer along with the development of their English pragmatic competence and extending of English learning experience. It was also showed that native speakers generally understood and accepted the students' Chinese-derived negative pragmatic transfer in spite of the fact that such transfers were different from their ways of saying things in similar speech situations. At the same time, native speakers displayed a conservative attitude concerning the recommendability of negative pragmatic transfers for classroom teaching.
本研究发现:中国学生的语用负迁移不止Kasper(1992)所说的两种,而是三种,即:语用语言负迁移、社交语用负迁移和语用修辞知识负迁移;这些语用负迁移没有因为学生的英语语用能力的提高和英语学习时间的增长而全部消失,而只是逐步减少;对于这些语用负迁移,美国大学生们大都认为它们不同于本族语者在同样语境下所说的话,它们的意思也大多可以理解和接受,可是感到在教学中不宜向学生推荐使用。