从认知心理学角度探讨母语在英语学习中的积极作用
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讨母语在英语学习中的积极作用
华东师范大学硕士学位论文
从认知心理学角度探讨母语在英语学习中的积极作用
姓名:孙一申请学位级别:硕士专业:英语语言文学指导教师:王世静
20070401
讨母语在英语学习中的积极作用
论文摘要
语言学习中的迁移现象一直是二语习得领域中的重要议题和研究焦点。它是指在语言学习过程中,学习者已有的语言知识(一般是母语)或技能对获得薪的语言知识或技能的影响这一现象。在外语学习中,迁移现象十分广泛。语言迁移一般有两种:正迁移和负迁移。来自母语的正迁移对外语学习有促进作用,而负迁移对外语学习有阻碍作用。语言迁移理论大致经历了三个发展阶段,即50年代的行为主义和对比分析理论时期,70年代普遍语法和中介语理论时期和80年代后期确立的认知心理学理论框架时期。
语言迁移,在我国的特定环境中,指的是学习者的母语一中文在英语学习
中所起的作用。长期以来,中国学者认为学习者的中文在英语学习过程中只起负面作用,因此他们极力主张在外语教学中避免使用母语,使其负面影晌降到最低。由此,“双语教学”和“沉浸式”教学模式在很多教育机构中被提倡和实践,旨在为学习者提供一个最真实,最优化的语言环境。然而,值得注意的是;在中国,由于英语作为外语(EFL)和英语作为二语(ESL)在语言环境等方面的差异以及英语教学资源的配置现状,这些教学模式往往不能产生另人满意的效果。
,
不难发现,关于教学方法的争议焦点其实是母语在夕卜语学习中作用的争议。尽管很多外语教学专家认为在外语学习中,母语的负迁移大于正迁移作用,但是本文作者认为由于中英文两种语言在发音,词汇,语法,句法和语篇的构成上存在着大量的相似之处,因此可以猜想中文的积极作用还未得到科学地研究和认识。其次,认知心理学理论揭示了学习者学习过程中的心理机制,也证明了语言学习者运用自己的母语知识学习目标语完全是一种必然合理的学习策略和交际策略。再次,教师适度利用母语进行英语教学,可以更好地实现适量有效的英语输入,降低学习者的心理焦虑感,更有效的控制课堂。
.
本文在前人对语言迁移现象研究的基础上。力求从多方面、具体、详细地描述中英文两种语言在发音。拼写,词义,语法,语篇和思维模式等层面的相似之处,从中国现实语言环境的特点出发,采用文献研究和实验相结合的方法,讨论了中文在英语学习过程中所起的被一般人忽视的积极作用,旨在给语言学习者和
教学者一些启示。
关键词:语言迁移母语正迁移积极作用认知策略
讨母语在英语学习中的积极作用
Abstract
Languagetransferhasalwaysbeen
a
centralissueforatleast
a
centuryinapplied
linguisticsandsecondlanguageacquisition.Itiswidelyacceptedthat‘Transfer’istheinfluenceresultingfromsimilaritiesanddifferences
between
thetarget
language
and
any
other
languagesthathavebeenpreviouslyacquired.As
an
extensivephenomenon,
transferhas
twotypes,namely,positiveandnegativetransfer.Theformerhas
conduciverolestoplayin
creates
facilitatingthetargetlanguagelearningwhilethelatter
study
has
hindrances
for
learners。GenerallySpeaking,thetransfer
experienced
three
phases
with
respectivedominanttheory
backup Behaviourismand
andInterlanguage
80s.
ContrastiveAnalysisHypothesisinthe50s,UniversalGrarnmar
Theoryinthe70sandpresent
Languagetransfer,in
onr
Cognitive
Theoryestablishedinthelate
our
specificcontext,istherole
foreign
a
mothertongueChinese
Scholarsheldthe
playsinlearningEnglish
aSa
language.LonghaveChinese
viewpointthatChineseplaystheystronglyminimizeits
urgethe
negativeroleinlearner’SEnglishlearning,therefore,
ChineseuseinEnglishclassin
a
avoidanceof
hopeto
interference.What
isworthmentioning,theemploymentof‘Bilingual
are
and‘Immersion’approachesinteaching
tocreateamoreto
booming
across
variousschools,aiming
authenticandoptimallinguisticenvironmentinclass.However,due
thedifferencesbetweenEnglish豳asecondlanguage(ESU
and
English
asa
foreign
language(EFL)and
thefactofcurrentteachingresourcesinequalityinChina,stillincontroversy
as
thoseteachingapporaehes
ate
totheireffectiveness.
Thedebateregardingthe
currentEFL
teachingmethodsinChinafindsits
toot
inthe
controversialrolesmothertongue
plays.Whilemanyforeignlanguageteachersin
outperformsthe
Chinaholdtheviewthatnegativetransferfrommothertonguepositiveone,theauthorbelievesthatthereexist
a
greatdealsimilarities
between
ChineseandEnglishlanguageinpronouneiation,spelling,vocabularybuilding,grammar
and
discoursedevelopment
as
well
as
someculturalelements.Inthissense.
讨母语在英语学习中的积极作用
itissafeto
assol/le
thatthepositivefunctionsofChineseinEnglishlearninga∞still
notstudiedandrevealedina
a
comprehensivenlanner.Besides,cognitivetheorygives
scientificaccountofthepsychologicalmechanisminvolvedinlearningandproves
theinevitabilityandnecessityoftakingandcommunicationteachersinclasslearners'anxiety
advantage
ofone’Smothertongue
lJse
as
learning
strategies.Whatismore,theproperofmothertongueby
Cando
goodtoachievecomprehensibletarget
languageinput,reduce
anduncertaintyin
classlearningandbringabouteffectiveclassroom
management.
Thethesis,based
on
thepreviousresearchesintransfer,triestogiveadetailed
and
specificexplanationaboutthesimilaritiesbetweenChineseandEnglishseveralaspects.Throughliteraturereview
languagesin
and
herownquestionnaires,theauthor
discussesthepositivefunctionsofChineseinlearners’Englishlearning,whichhave
beenovershadowed
80me
byitsnegative
on
ones
for
a
longtime.withthepurposetoshed
enlightenments
boththeteachers’sides淞well船thelearners’.
KeyWords:
LanguageTransferPositiveFunctions
Mother
Tongue
PositiveTransfer
Strategy
CognitiveTheory
讨母语在英语学习中的积极作用
学位论文独创性声明
本人所呈交的学位论文是我在导师的指导下进行的研究工作及取得的研究成果.据我所知,除文中已经注明引用的内容外,本论文不包含其他个人已经发表或撰写过的研究成果.对本文的研究做出重要贡献的个人和集体,均已在文中作了明确说明并表示谢意.
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日期:竺!!:!
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讨母语在英语学习中的积极作用
Acknowledgements
hltheprocessofwritingthethews.Ihavereceivedsupportateverystageoftheworkfrom
a
a
greatdealofvaluablehelpand
numberofpeople.
First,I
anl
greatlyindebtedtOmysupervisor,Prof.WangShijingwhohasinstructed
meinthetheoreticalstudyandgivenmekindsuggestionsateverystepofthe
research.Hiswillingnesstopatientlyreviewandcomment
on
theearlierdraftsofthe
thesisisinvaluable.Itwouldbeimpossibleformetoconducttheresearchandfinishthepresentthesiswithouthis
constant
guidanceandhelp.
Secondly,Iamalsoverygratefultoa11mypostgraduateclassmateswhoparticipatein
finishingthequestionnairesofmythesis.They
are
veryinformativeand
cooperative.
Finally,my
gratitudealso
goestomyparents,whogivemeconstant
supportand
encouragementduringthewholeprocessofthefiswriting.
讨母语在英语学习中的积极作用
Introduefion
Languagetransferhasalwaysbeenlinguistics,secondlanguage
a
centralissueforatleast
a
centuryinapplied
thelast
acquisition(SLY),andlanguageteaching.Within
fewdecades.however,itsimportanceinSLAhasbeenreassessedseveraltimeswith
thebackupofdifferenttheories.Inthe1950s,itwasoftendeemed
as
themost
importantfactorintheoriesofSLA勰well
as
inapproachestosecondlanguage
seen
teaching.Inthe1960s.itsimportancewaned髂learners’crtOl'5wereevidence
of
language
transfer
but
notas
mther鹪‘'thecreativeconstruction
process.''(MichaelH.Long,inOalin).Some
theSerieseditors’prefaceofLanguguaTransferby
researchersvirtuallydeniedtheexistenceoflanguagetransferintheir
enthusiasmforlanguageuniversal.Sincethe1980s,however,amorcbalancedperspective,from
a
cognitivefl'anlework,hasemergedinwhichtheroleof舡ansferis
Seen
acknowledgedandisunderstood.
tointeractwith
a
hostofotherfactorsinways
notyetfully
Languagetransfer,inplaysinofsuch
OUr
OUr
specitkcontext,istheroleOUrmother
asa
tongue(M33
Oil
Chinese
learningEnglisttforeignlanguage.Currently,studies
whereabouts
are
a
transferwould
OCCUr
andhowitinfluencestheEnglishlearningstillvery
limitedinbothquantityandquali镑Manyofthepreviousbyold fashionedConstrastiveAnalysis,focusing
On
studies毗overshadowed
thenegativerolesofMT.This
not
approachrevealstwopoints:First,theoriesofcognitiveframeworkhave
been
serioulyintegratedinthestudies;Second,thepositiverolesoftransferhavelargelybeenignored.Bothpointssuggesttheneedtofurtha"ourunderstandingaboutthe
natureof
MTtransferinSLAwhichexertsgreatimportance
on
languageclassroom
practice.In
Or
our
EFL(English
as
foreignlanguage)context,teachersc姐neval"ignore
underestimatetheinfluenceoftheChineselanguage.Therefore,languageteachers
shouldunderstandcognitivemechanismoflanguagetransferand坨-evaluatetheduefunctionsofMTinEFL.
讨母语在英语学习中的积极作用
Allthese
serveasan
explanationfortheauthor’Sstronginterestinandcuriosityabout
a
thestudyoftransfer,fromConsideringthe
finn
cognitive
perspective,in
a
ChineseEFL
context.
complexityoftransferphenomenaanditsintricateinfluences
Oil
foreignlanguagelearning,theauthorfullyunderstandsthattheresearchconductedis
farfrom
a
thoroughandcomprehensivestudyandshehas
ofthepresentresearchis
based
on
never
meantittobeSO.In
reality,much
previous
studies,including
a
eontrastivestudies.Itisadmittedthatthepresentresearchonlyaccountsfor
very
tinyportionofthevisiblepartofahuge‘'iceberg"’.Thus,thepresentresearchismoreof
a
question-raising
exercisethanof
a
SOlution-providingattempt,because
ale
the
phenomenaiSworthconsiderationforallthosewhotmnsferin
concernedwiththeissuesof
language
classrooms.
The
authortriesto
discuss
a
the
followingquestionsinthethesis:1)Does
isthe
positive
transferofChineseplay
rolein
Enghshlearning?2)Ifitdoes’what
to
role?and
3)What
ale
theimplicationsforteachersandlearnersaccording
theroleofthe
positivetransfer?
ThisthesisisdividedintosixChapters.Chapter1isdevotedtothelanguegetransferandreviewofthethreephasesofits
on
definitionof
reflects
development.Chapter2
currentteaching
thepast
as
Iransfer
their
researchesinChinamadanalysizesthe
regardingthetreatmentof
practices
aswell
presents
problems
MTinclassroom.Chapter3
concerningthe
learners’
a
questionnariesurveyconductedbytheauthor
perception
ofsimilaritiesanddifferencesbetweenEnglish
and
Chineseandtheir
authorgives
a
evaluationofChinese'sroleinEnglishverydetailed
learning。Then
in
Chapter4,the
accountofthesimilaritiessharedby
Chineseand
English
intermsof
5
phonology,semantics,syntax,discourseand
pmgnaties.Chapter
on
lists
the
contributionsofpositivetransferofChinese
sideaswell
as
inEnglishlearningboththelearners’
theteachers’.Based
on
on
thepreviousparts,Chapter
6shedsSOme
illuminatingenlightenments
teachers’teachingpracticesinEFLclassroom.
2
讨母语在英语学习中的积极作用
Chapter1LiteratureReviewofTransferStudies
1.1TheDefinitionofTransfer
Theterm‘'Transfer'’firstlyappearedinthefieldofLearningPsychology.H.Ellis
(1965)defined‘'trm-塔fer'’as“Ahypothesisconcerning
AtotaskB.”ItwasinthebookbahavioristRobert
theinfluenceofprevioustaskAcrossCultures”byAmerican
transfer"was
soon
entitled‘'Linguistics
the
Lado(195乃thatterra‘'Language
firstly
introducedinthefield
of
secondlanguageacquisition(sLA)and
receivedkeen
attentionfTomlinguists.Accordingtothebook‘'Language
Transferin
Language
Learning"compiled
seventeenways
byGassandSelinker(1994),therea∞approximatelyllpto
showsthe
ofdefining‘'languageTransfer",which
On
one
significanceofthe
role
oflanguagetransferinSLA
hand,ontheother,theinconsistencyof
a
people’Sknowledgetowardstheissue.However,thereis
language
workingdefinitionof
transferbyOdlinbased
iswidely
On
herdecades’researchof
language
transfer
phenomenon,which
recognized.Shedefinedit,simplyandprecisely,inher
influentialwork‘LanguageTransfer’asfollows(Odlin,1989:27):
Transfer
is曲P
influenceresultingfrom
similaritiesand
differences
betweenthetarget
languageandanyotherlanguageacquired.
thathasbeenpreviously(andperhapsimperfectly)
Toputitsimple,languagetransferisthe
effectiveness
cross-linguistic
influences.Duotoits
andcomprehensivenessinthefieldofSLA,thisdefinitionisadaptedin
thepresentpaper.
1.2
Language
TransferStudyinSLAResearch
Long
andRichard(1989)prefaced
a
inOdlin’Sbook“Languagetransfer'’:Language
languageacquisition,
Transferhasbeen
andthe
centralissuein
appliedlinguistics,second
a
language
teachingforatleastcent脯f.When
welookbackintoitsfull
fourishinthe50sand60s,declinationinthe70sandreboomfromthe80s,itisnot
3
讨母语在英语学习中的积极作用
difficult
tofindoutthatthe
all
comprehensiveunderstandingoflanguagetransferhas
alwaysbeenplayingvitalroleinunderstandingthenatureofSLA.
TheCOreissueinlanguagetransferstudyistheevaluationofroleoflearner'smothertonguein
SLA.What
are
theinfluencesofmother
still
tongue?How
tobe
dotheinfluences
fimction7Thesetopics
are
controversialandneedfurtherclarified.
1.3LanguageTransfer
Manifestation
Transferisregardedproduct,transferis
transfer,negative
notonlyasaproductbut
process髂well.When
treated
asa
manisfestedas
bothpositiveandnegative.ComparedwitlI
to
positive
one
ismoltobviousbenoticed
becauseofthedivergencesfrom
are
norms.Mostofthepreviouslanguagetransferstudieslevel.However,withthe
a
carried
outonthis
surface
as
poldarityofthecognitivepsychology,transfer
variouspsychological
isregarded
complicatedcognitivemechanisminvolving
turnto
factors.Thus,
on
moreandmorescholars
covertmindmovements,trying
toelaborate
the
intrinsicrolesoftransferintheprocess.
1.4PositiveTransfer
Positivetransferisthetransferwhichmakeslearningboththemothertongue(MT)andthetarget
easier,and
may
occur
when
language(TL)share
sonic
linguistic
to
similarities.Inthiscase,learner’SMTCanfacilitateTLlearning.Ellis(1994)refers
positivetransfer
as“facilitation'’.Odlin(2001)points
learners娟th
outthatthefacilitative
effects
Can
only
be
observedwhen
are
differentnative
languages
notSO
arestudiedand
comparisons
carried
out.Positivetransferisevident
on
muchinthetotal
absenceofcertainerrors aswouldbeexpected
thebasisofhehaviouristnotionsof
positiveIransfer-but
mtber
in
a
reduced
numberofelrors
and,also,in
the
rate
of
learning(Ellis,1994).
1.5
ThreePhasesofLanguageTransferStudy
4
讨母语在英语学习中的积极作用
Sincetheriseoflanguagetransferstudyinthe50slastcentury,ithasexperiencedthreephaseswith
respectivedominant
essence
theory
backup.Eachreplacementoftheoryis
basedon
parts
theabsorptionofthe
offormertheorywhilediscardingtheunilateral
andthis
processisstillupdatingwithpractice.
1.5.1
LanguageTransferinBehavourismFramework
1.6 1.1BehaviourismandContrastiveAnalys缸
Behavourismsawitsgreatpopularityinthefieldoflanguageteachinginthe50sand
60s.AccordingtoBehavourist
theories,languageWaspromoted
whenthelearner
makestheactiveand
repeated
responsetostimuli,knownasSkinner'sstimuliand
responsetheory.Dakin(1973)putforththreegeneralprinciplesoflanguagelearningderivedfromthesetheories:theLawofExercises,theLawofeffectandthePrinciple
ofShaping.Underlyingtheseprincipleswastheassumptionthat
language
learning,
likeanyotherkindoflearning,tooktheformofhabitformation,ahabitconsistingof
an
automaticresponseelicitedby
a
given
stimulus(RodEllis,1994:299).Friesstated,
influentialmanual
on
intheforewordtoLinguisticsAcrossCultures,ahighly
contrastive
analysisbyLado(1957):
learningasecondlanguage...consitutesaverylanguage.The
new
different
essential
task
fromlearningthefirst
basicproblems
arisenotout
ofanydifficulty加thefeaturesoJ‘the
thefirst
language
languagethemselvesbutprimarily
out口,觑special"set’createdby
h曲池.
BehavourismhasprovidedtheoreticbasisforContrastiveAnalysis
inlinguistics.Lado
Hypothesis(CAn)
and
Fries
are
thenamesmostclosely
on
associatedwiththeCAll.
CAHasformulatedbyLadowasbased
thecentralbehavourismnotion:difference
anddifficulty.
Thebasic
conceptbehind
CAllWasthat
astructure
of
one
language
couldbe
constructed
whichmightthen
be
usedindirectcomparisonwimthestructureof
讨母语在英语学习中的积极作用
anotherlanguage.Identifyingthedifferenceswouldleadtothepotentialproblemsthatwrotethefollowing
a
a
betterunderstandingof
learner
ofaparticularsecond
saule
languagewouldface.Lado
words(1957:2)inthe
book:
We
assMlne
thatthestudentwhocomes加eontoetwith
aforeign
language
willfind
some
featuresof#quiteeasyandothersextremelyd够eult.Those
elementsthataresimilartohis
nativelanguagewillbesimpleforhim,andthoseelementsthataredifferentwillbedifficult.
Theteacherwhohasmadeacompar缸on
oftheforeignlanguagewiththe
nativelanguage
ofthestudentswillknowbetterwhatthe
forteaching
them.
reallearningproblemsareandeaBbetterprovide
Under
the‘difference=difficulty’formula,the
all
pedagogicalpractices
advocatedby
Friesandothersencouraged
purposes.Fries
account
expansionofcontrastivestudiesforpedagogical
p1.opesed
thatthemosteffectivetextmaterialsshouidbethescientific
on
oftheTLbased
thecarefulcomparisonoftheMT
and
TL.Healso
believedthetaskoflinguistswast0fredthe
linguistic
differencesbetweenMTand
TL.Thetaskoflanguageteacherswastoprepareforthe
differences
to
be
mughtand
emphasized
to1earuers.11letaskofthelearilel葛was
tolearnthesedifferences.
To
summarize,based
on
behavouristandstructuralisttheodes,CAproponents
emphasizedtwoimportantfromMTtoTL
OOCBI"S
points
inCAll:firstly,theyclaimedthatinSLA.transfer
defmitelyandusuallyitisnegative.Secondly,learning
difficulties
call
be
predictedbYlinguisticdifferences
On
betweentwo
languages.The
ale
degreeofdifficultydependsprimarilytoordifferentfromMTpatterns.
theextentto
whichTLpatterns
similar
1.5.1.2ProblemsofLanguageTransferStudyinCAHypothesis
However,the
behavourist
approachinContrastiveAnalysisHypothesisisnotwithom
problems.Theclaimsmadeabouttherelation
byLadoandFriesaboutthepredictive
andsecond
power
ofCAand
betweenfirst
languageacquisitionfacedserious
challengesinthe1970s.Thepredictivevalidityof
6
many
CAHs
seemed
questionable:
讨母语在英语学习中的积极作用
empiricalresearchwasbeginningtoshowthatlearningdifficultiesdonotalwaysarise
fromCROSS-linguisticdifferencesandthatdifficultiesdo
notalways
predictedbyCA
(Odlin,1989:1刀.An
even
OCC㈣Ce
mo咒seriouschallenge
to
thevalidityofCAisthe
of
errors
thatcannotbeattributedtonativelanguageinfluence.Further
canle
questioningoftheworthofCAthatbecameknowngenerically
fromclassificationoflearners’eTl'Ol'Sinstudies
as
Error
Analysis(EA).Some
erl'ols
se@nltoarise
not
frompurelinguisticdifferences,butfromother¥OUl'ceSsuchastransferoftraining,
thatis,theinfluencesthatarisefromtheway
a
studentistaught(Selinker,1972;
Stenson,1974&Felix,1981).
Somescholars(e.g.White,L.,1986&Rivers,W.,1970)suggestedthatCAhadpredictivepowerandthatcontrastivestudiescouldonly
no
beuseful
afterthefact.In
otherwords,acomparisonoftheMTandTLwillbeusefulfurexplainingwhycertain
eITo幅ariSe,butinthe
absenceofactualdata
a
aboutlearners’errors,little
a
gall
be
reliablypredicted.Howmuch
CAcaIlor
shouldpredicthasremained
controve娼ial
questionup
to
thepresent.Therefore,theBehaviourismwasstepbysteplosingits
popularity.
1.5.2
LanguageTransferin
InterlanguageHypothesis
resultoflearner's
Inthisperiod,SLAWas
no
longer
a
MTtransfer.The
riseof
Chomsky’SUniversalGrammarSaWtheneworientationoflanguage
transfer如砌y.
1.5.2.IUniversalGrammarandInterlanguageHypothesis
1k
foundationof
Chomsky’S
UniversalGrammar(UG)istheinbornLanguage
Acquisition
Devices(LAD).UGisprepmgrammed
beginningto
ineveryone’smindanditis
not
activatedupon
learn.The
errors
empiricalresearchesinthe70sshowed
onlythesimilarityofSome
madebylearnersofmanydifferent
or
language
backgrounds,butalsothe
similarity
someerro墙in
beth
first
and
secondlanguage
acquisition.What’S
errors
more,EAofthe1960s
and
1970s
showed
thatsome
typesof
arecommoninmanysecondlanguagespeakerswithdifferent
7
M1b.Therefore.
讨母语在英语学习中的积极作用
f.ormanyresearchers.erTorswerenothingmorethanindicatorsofdevelopmentalprocessfoundinbotIlfirstandsecondlanguageacquisitionandaccordingly,termeddevelopmctalerrors.Largelyfromthee“dencefordevelopmentalsequences,Dulay,
Burt,Krashen(1974).andothersargued
SLA.Inotherwords,the
structure
thattransferplayedonly
a
minimalrolein
whethertheTL
MT
appearedtohavelittleinfluence
on
wo雠dbeeasierthananotIlerDulay
and
Bunnoted(1974:52):
Thattmiversalcognitivemechanismsarethe
basis知the
child'so馏anizationoj
o
target
languageandthatitistheL2systemratherthantheL1systemthatguidestheacquisition
process.
Obviously,Chomsky’S
psychology
majortheorecticalfocusshiftedfrompurelinguisticsto
tothelearner’S
andshiRed
fromtheteacher'Sside
by
side.Based
on
it,
interlanguagetheor),putforward
accordingtoSelinker,is
a
Selinker(1969)WaSestablished.Interlanguage,
separatolinguisticsystemresultingfromthelearners’
to
attemptedproductionofthetargetlanguagenorms.Itrefers
learners’systematic
languagelearning
Although
processofSLA,whichisindependentofbothoftheir
the
MTandTL.
Selinker(1974)coinedterm“interlanguage",it
wasCorderwhowas
consideredresponsibleforraisingissueswhichbecame
Corder
centraltostudiesofSLA.
a
argued(1967)thattheappearanceof
error
in
learner'sproductionWaS
a
e“dence
thatthelearnerisorganizingtheknowledgeavailabletothemal
particular
poimintime.Inthisway,thevalueoferror-makinginlanguagelearningWasconsequentlyreassessed.with
a
moveawayfromseeing
errorasa
purelynegative
asa
phonomenon.Soundertheinterlanguagehypothesis,SLAwaSdeemedUGreconstruction.As
a
processof
result,MTtransferinTLlearningWaS
not
givenmuch
prominence
andfellintodisflavor.
1.5.2.2InadequacyofEarlyInterlanguageTheory
Lookingback
on
theearlystageofimerlanguagetheory,itisunreasonable
to
denyits
duerolesMTplaysin
SLA.Whenchildrenandadultslearn
a
secondlanguage,itis
8
讨母语在英语学习中的积极作用
inevitableforthemtobeaffectedbytheframeworkoftheir
MT.According
a
to
Corder’S“L12L2”formula,thatis.ifuniversaldevelopmentalsequencesplay
roleinacquisition,transfer
can
major
notplay
muchof
a
role.Infact,Odlin’Sempirical
study(198外showedthatcross-linguisticinfluencesworkedintandemwiththe
psychologicalfactorsgoverningdevelopmentalstartingpointofSLA?Isitthe
sequences.What’Smore,what
a
isthe
MT
or
theUG?Thisis
logicquestionallthe
SLA
languagetransferlinguistsshouldanswer.Accordingto
Corder(1981),any
startedfromUGIfthisweretrue.Wecouldassumethatleal'nerswith
salTle
differentMT
backgroundswouldproceedatthespeediIlSLA.However,as
a
matteroffact,
therewerehllgedifferences.Aratherlargenumberofstudiescomparingthegrammar,
vocabulary,and∞forthoflearners’differentMTsindicateacquisitiondifferences
attributabletoCROSS-linguistic
influences.Withtheprogressof
transferresearches,
therehaveappearedsomestudiesthatrendermoreevidenceofhowtransferiI哺朗.acts
withmanyotherfactorsinlanguageacquisition.
1.5.3
LanguageTransferinCognitiveFramework
ItWasinthebeginningofthe80slastcenturythatthecognitivelearningtheorygotrealinvolvement
in
language
transfer
study.At
this
time,thepsychological
on
frameworkforSLAisfirmlycognitive.Cognitivepsychologyfocusespsychologicalprocessof
people’S
a
acquiring
new
knowledge.Language
cognition,asvery
importantpartofthecognitivestudy,conter¥onhowthenewlanguageknowledgeis
acquired,preserved,transformedandutilized.Thestudyof
therefore,triestolearnersdecide
to
accountforthe
languagetransfer,
psychologicalmechanism
as
towhenandwhy
use
transferandinwhich
formtheMTtransfertakesplace.
AccordingtoCognitivism’Sbasicclaimthatthelearningofnewknowledgeheavily
depends
on
theprioracquired
or
knowledge,mothertonguetransferCannoverbe
underestimated
ignored.
Manyempiricalstudies(Ringbom,1987&KeUerman,1977,1979,1983)using
the
psyeholingnisticapproach
suggestthatthepartplayedby
MT
inSLAis
a
gooddeal
9
讨母语在英语学习中的积极作用
morepervasiveandsubtlethanhasbeentraditionallybelieved.ItservespointofTLlearningandplays
a
as
thestarting
ofTLin
partintheprocessoflearning,andinthe
a
use
communication.MTtransferhassolidbasetobeconsideredas
a
spontaneousand
universalcognitivemechanismaswellas
an
efficientlearningstrategy.
Also,Corder(1992),in
hisarticle“TheRoleforthe
MotherTongue"’summarizesthe
roleofmothertongueas‘‘aheuristictoolinthediscoveryoftheformalpropertiesof
thenew
language,facilitaingespeciallytheleamingofthose
featureswhichresemble
featuresofthemothertongue.”
Ringbem(1987),together谢mFaerch(1984)andPalmberg(1987)all
consem璐on
analysis
of
the
have
importance
complexity
oflanguagetransferinof
SLA.1王ingbom(19871
and
made
an
the
cross linguistic
the
similarities
proposed
that
cross-linguistic
similaritiesrefertoboth
similarities
inlinguisticformsand
learners’perceivedpyschologicalsimilarities.Bothofthosesimilaritesinterplayand
Can
exertinfluencesonthe
MTtransfertoTL.In
addition,they(Ringbom,Faerch&
Palmberg)allagree,tosome
extent,thatthemofc
cross-linguistic
similarities,the
morewillingnessandmotivationlearnerwillhaveinusingtransfer.
1.5.3.1Conclusion
Kellerman
and
otherlinguistsintheearly80shavefirmlyrectifiedthetransferstudy
no
intothecognitiveframework.Thereis
researchintolearner’S
possibility
tocarryoutthestudywithoutthe
psychology.Thecognitiveapproachmakesitpossiblefor
tolearner-centered.
researcherstoshifttheirresearch
focusfromlanguage-centered
Theproposal
intransferbytransferstudy
oftheconceptsofcross—linguisticsimilarities
and
learner’Swillingness
Kellermanand
Ringbomhave
brodenedthevisionofthe
language
and
carved
a
newstageforitsdevelopment.
1.6CommentsandReflections
On
theLanguageTransferStudy
10
讨母语在英语学习中的积极作用
Thedevelopmentoflanguagetransferstudyhasexperiencedapproximatelythree
stages,namely,undertheguidanceofbelmviourism,interianguagetheoryand
cognitive
learning
theory
and
stillis
developing.Althoughbehaviourismwas
seriouslychallengedinthe70s,languagetransfer
all
phenomenon
a
itselfhasbeenplaying
focusofthe
increasingvitalpartintheSLAandithasremained
a
keenresearch
a
scholars.Sinceqarly80s,with
linguistsasdialectical
seriesofstudiesfrom
cognitive
psychologyby
a
Kellerman,languagetransferstudyhasreacheditspeakin
rationaland
way(Oass&Selinker,1993;Kellerman&Shat、ⅣoodSmith,19¥6;
treated
as
a
Odlin,1989).Languagetransferis
involvingmore
complicatedcognitivemechanism
followingviewpointsa托of
thanmerely
a
resultwhichis
seeable.The
themostsignificance.
Firstly,itiswidelythe
acceptaxlthatMTtransferin
SLAisunavoidable.TheCOreissueof
languagetransferstudyistheevaluationoftheMTsignificance.Schachter(1983)
thinksthatlearnersformhypothesisaboutTLusingtheknowledgeacquiredinpriorsimilartasks.Inhis
opinion,knowledge
here
govcrs
boththelearner’SMTand
acequiredtargetlanguageknowledge,and
ifpossible,anyotherlinguisticknowledge.
consists
ofinduction
to
Thisishisfamous‘'hypothesisandtesting'’theory,whichdeductionphases.Anyway,thestudyoftransfersuperficialnlles.
earl
and
the
never
beconfined
andindividualcharacteristicsbutbeconsidered
asa
manifesmtionofdeep
Secondly,MTtransfer
should
beapproachedfi-omamacroseopeperspectivedue
tOits
complexitiesinmechanism。Itshouldgobeyondtheleveloflanguage
structure
and
intothestudyofpsychological.culturalandsocialfactorsinrelationwitlltransfer.
The
differencesinlearner'sthoughtpattern
externalvariablesindiscourse
and
culturalcontext
will
produce
immediate
and
pragmatics
level.Therefore,these
variablesshouldbegivenappropriateattention.
Thirdly,diaehronicmethodshouldbepreferably
adoptedinthestudyof
MT
lransfer.
Danesi
and
Pietro(1991).after
severalyearsofstudy
on
the
s锄esubjects,proved
ll
讨母语在英语学习中的积极作用
thattheinfluenceofMTwillundergoreductionwiththeimprovementoflearner’5TL.
Althongh
flssulnc
someofitsresultsstilllackscientificconfirmation,Wehavereason
to
thattherole
ofMT
inSLAisdynamicOVer
a
periodoftime.
Toconclude,thepriortheoriesoftransferassignespeciallyits
SO
limited
a
a
roletothe
MT,
condasiverolesthatWeshouldbelookingfor
ofthe
morecomplexand
a
richerpictureofthe
influenceMTinsecond
languagelearningin
fLrmly
cognitiveframework.
讨母语在英语学习中的积极作用
Chapter2TransferinForeignLanguageLearninginChina
2.1CurrentTransferStudyinChina
Itwasonlyinthe90slastcenturythatlinguistsinChinashiftedtheirattentiontolanguagebased
on
transferphenomenon.Stillthere
are
notmanytransfertheories
available
theChinesespecificlanguagelearningsituation
and
mostoftheresearches
concerning
language仃ansfer
havebeendone
on
negativetransferof
MTwith
only
a
fewconcerningthepositivestudies
on
impact
ofMTonTLlearning.Yetthese
limited
empirical
thepositiveMTtransferdoyieldsometheoreticresults.
JiangZukang,prefessorfromBeijingForeignLanguagesUniversityreemphasizesthe
errorsare
inevitabilityofMTtransferinSLA眇ocessandsupportsthatdevelopmental
notnecessarily
theresultsoftheMT
interference(1999:34-4∞.Yu
OCCURS
Limingfrom
ShanghaiJiaotongUniversitybelievespositivetransfertheChineseandEnglish
inmanylevelsbotwgen
language(2004:103),ranging
andlearners
arc
frompronunciation,word
order.writinganddiscourse.Teachersusuallyunawareofthepositive
MTtransferbutitdoesplay
a
significantpart.Therefore,itistimetopaymore
over
a
attentiontotheresearchintothepositivetransferwhichisalwaysneglected
‘
longperiod.
Theauthorwouldliketomention
one
empiricalstudybyWenQiufangandGuo
Departmentof
Chunjie(1997,1998)fromForeignLanguage
Theirendeavorintothestudyof
Nanjing
University.
MT’Sdynamicinfluenceinlearngr'sTLoutputin
its
writingisofgreatimportancetoprovethe
inevitabilityofthepositivetransferand
possibilityinpromotingEnglishwriting.Themethodof‘'ThinkAloud'’isadoptedintheirresearch
on
12
subjectswith
variousEnglishproficiencies.Theemp试caistudy
showsthesignificantroleofMTwhenrefemncing
TL
and
choosingwordsandphrasesin
servesas
composition.Theythendraw
theconclusionthatMTreally
themedium
13
讨母语在英语学习中的积极作用
forlogicaljudgment,analysis
anddeduction
intargetlanguageoutput.
Guo
Minghua(2002:26),in
hisresearch
on
MTinfluencein
German
classes,has
foundOutthatalthoughteacherssticktousingGermaninteaching.studentsstilltend
t0produceplentyof‘‘Chinese
German'’.especiallyintheirfreetalk.Healsoproposes
theirfluencyof
thatwhetherstudentscouldthinkdirectlyinTLTL
maillly&pen&on
or
vocabulary.Whetherteachershavetheclassmonolinguallybilinguallyhaslittle
influence.
To
sumup,Chinesescholarshavegraduallyadopted
a
dialecticalapproachin
on
understanding
MTandagreed
on
theexistingpositiveChinesetransfer
English
learning.Theoreticallybased
on
theexperiencesofwesternSLAstudyandthe
ale
practicesinChinesecontext,theytryingtoestablish
a
sound,specific
and
effectivesystemforChineselearnstolearnforeignlanguages.
2.2CurrentEnglishTeachingMethodologyin
China
Theacknowledgement
of
positiveMT
transferisinclosetiewitlltheteaching
8een
methodology.In
thelast
ten
years.Chinahas
anunprecedented
interestand
boominEnglishlearning,especiallyincostalareas.However,Englishteaching
practicein
Chinahasalwaysbeen
faced
withtheproblemof‘hugemputbutlittle
ten
output’.Mostofthelearners。aftermol'ethan
years
to
ofEnglishstudystartinglbm
theirprimaryschool,findthemselvesunableforeigners.1etalone
convey
messagecorrectlyto
l鹏Englishas
a
tooltointeractwiththemforvariouspurposes.
Inaddition,duetotheconventionalandcultural
reasOus,exam-orientedandleacher-
classroom(English舔
centeredteachingpracticeshavefirmlyrootedinChineseEFL
ForeignLanguage).
2.2.1TheRiseofCommunicativeApproach
14
讨母语在英语学习中的积极作用
With
theintroductionofKrashen’SlearningmodelintoChineseclassroominearly
90slastcentury,communicative
approach鲥m
quickpopularity.Recently,alotof
peoplefeelthattheirpedagogicalideasandteachingpracticesshouldbedirectedtothe
objectiveofmakingforeignlanguageteaching
a
more‘communicative’in
China.
Althoughtheirideasandpracticesa聆not
precisereflectionofthedefinitionof
communicativeapproach,they
workinginthisabletocreate
essence
aarea
doreflect
a
communicativeorientation.Mostofthose
languageteaching
or
as
haveseentheinstrumentalaimof
being
competenceto
commanicatein
a
second
foreign
language.The
ofthe
communicative
approachliesinlearningbygenuine
communication
ratherthanstructuredpaRemdrillexercises.1iesin缸emphasison‘process’rather
than‘product’,lies
inthelearner-centered
model
rather
thanteacher-centered,lies
in
thecreationof‘authentic’asopposedto‘pseudo-authentic’linguisticenvironment.
2.2.2CurrentEFLPracticeinChina
UnderKrashen’Scomprehensive
and
authenticinputtheory,severalrevolutionsry
teachingandlearning
trends
are
conspicuousseenrecently.
Trend
I:ThestartingageforEnglishlearning
isbecomingsmallerandsmaller.
Backintheauthor’Stimes,allthe
or
childrenbegantolearnEnglishattheageoftwelve
thirteen,thatisinmiddlesch001.Severalyearslaterinthemiddle90s,children
weretoreceiveEnglish
educationatthe
ageof10intheirprimarysch001.Verysoon,
children
Rre
required
to
learnEnglishupontheirentryintotheprimarysch001.
toseelittle
Currently,itisquitecommon
Chinese
kidsinthekindergartenlearn
English
and
simultaneously.Mostteachers
andparentsstilltlliI血theearlierage,thebetter
learningeffect.
TrendII:‘Bilingual’Practiceisinfullswing.
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