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

centralissueforatleast

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

mothertongueChinese

Scholarsheldthe

playsinlearningEnglish

aSa

language.LonghaveChinese

viewpointthatChineseplaystheystronglyminimizeits

urgethe

negativeroleinlearner’SEnglishlearning,therefore,

ChineseuseinEnglishclassin

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

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

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

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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学位论文作者签名:加、一

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讨母语在英语学习中的积极作用

Acknowledgements

hltheprocessofwritingthethews.Ihavereceivedsupportateverystageoftheworkfrom

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

centralissueforatleast

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

cognitivefl'anlework,hasemergedinwhichtheroleof舡ansferis

Seen

acknowledgedandisunderstood.

tointeractwith

hostofotherfactorsinways

notyetfully

Languagetransfer,inplaysinofsuch

OUr

OUr

specitkcontext,istheroleOUrmother

asa

tongue(M33

Oil

Chinese

learningEnglisttforeignlanguage.Currently,studies

whereabouts

are

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

thestudyoftransfer,fromConsideringthe

finn

cognitive

perspective,in

ChineseEFL

context.

complexityoftransferphenomenaanditsintricateinfluences

Oil

foreignlanguagelearning,theauthorfullyunderstandsthattheresearchconductedis

farfrom

thoroughandcomprehensivestudyandshehas

ofthepresentresearchis

based

on

never

meantittobeSO.In

reality,much

previous

studies,including

eontrastivestudies.Itisadmittedthatthepresentresearchonlyaccountsfor

very

tinyportionofthevisiblepartofahuge‘'iceberg"’.Thus,thepresentresearchismoreof

question-raising

exercisethanof

SOlution-providingattempt,because

ale

the

phenomenaiSworthconsiderationforallthosewhotmnsferin

concernedwiththeissuesof

language

classrooms.

The

authortriesto

discuss

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’

questionnariesurveyconductedbytheauthor

perception

ofsimilaritiesanddifferencesbetweenEnglish

and

Chineseandtheir

authorgives

evaluationofChinese'sroleinEnglishverydetailed

learning。Then

in

Chapter4,the

accountofthesimilaritiessharedby

Chineseand

English

intermsof

phonology,semantics,syntax,discourseand

pmgnaties.Chapter

on

lists

the

contributionsofpositivetransferofChinese

sideaswell

as

inEnglishlearningboththelearners’

theteachers’.Based

on

on

thepreviousparts,Chapter

6shedsSOme

illuminatingenlightenments

teachers’teachingpracticesinEFLclassroom.

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

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

inOdlin’Sbook“Languagetransfer'’:Language

languageacquisition,

Transferhasbeen

andthe

centralissuein

appliedlinguistics,second

language

teachingforatleastcent脯f.When

welookbackintoitsfull

fourishinthe50sand60s,declinationinthe70sandreboomfromthe80s,itisnot

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

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

reduced

numberofelrors

and,also,in

the

rate

of

learning(Ellis,1994).

1.5

ThreePhasesofLanguageTransferStudy

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

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

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

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

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

aboutlearners’errors,little

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

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

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

minimalrolein

whethertheTL

MT

appearedtohavelittleinfluence

on

wo雠dbeeasierthananotIlerDulay

and

Bunnoted(1974:52):

Thattmiversalcognitivemechanismsarethe

basis知the

child'so馏anizationoj

target

languageandthatitistheL2systemratherthantheL1systemthatguidestheacquisition

process.

Obviously,Chomsky’S

psychology

majortheorecticalfocusshiftedfrompurelinguisticsto

tothelearner’S

andshiRed

fromtheteacher'Sside

by

side.Based

on

it,

interlanguagetheor),putforward

accordingtoSelinker,is

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.

argued(1967)thattheappearanceof

error

in

learner'sproductionWaS

e“dence

thatthelearnerisorganizingtheknowledgeavailabletothemal

particular

poimintime.Inthisway,thevalueoferror-makinginlanguagelearningWasconsequentlyreassessed.with

moveawayfromseeing

errorasa

purelynegative

asa

phonomenon.Soundertheinterlanguagehypothesis,SLAwaSdeemedUGreconstruction.As

processof

result,MTtransferinTLlearningWaS

not

givenmuch

prominence

andfellintodisflavor.

1.5.2.2InadequacyofEarlyInterlanguageTheory

Lookingback

on

theearlystageofimerlanguagetheory,itisunreasonable

to

denyits

duerolesMTplaysin

SLA.Whenchildrenandadultslearn

secondlanguage,itis

讨母语在英语学习中的积极作用

inevitableforthemtobeaffectedbytheframeworkoftheir

MT.According

to

Corder’S“L12L2”formula,thatis.ifuniversaldevelopmentalsequencesplay

roleinacquisition,transfer

can

major

notplay

muchof

role.Infact,Odlin’Sempirical

study(198外showedthatcross-linguisticinfluencesworkedintandemwiththe

psychologicalfactorsgoverningdevelopmentalstartingpointofSLA?Isitthe

sequences.What’Smore,what

isthe

MT

or

theUG?Thisis

logicquestionallthe

SLA

languagetransferlinguistsshouldanswer.Accordingto

Corder(1981),any

startedfromUGIfthisweretrue.Wecouldassumethatleal'nerswith

salTle

differentMT

backgroundswouldproceedatthespeediIlSLA.However,as

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

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

gooddeal

讨母语在英语学习中的积极作用

morepervasiveandsubtlethanhasbeentraditionallybelieved.ItservespointofTLlearningandplays

as

thestarting

ofTLin

partintheprocessoflearning,andinthe

use

communication.MTtransferhassolidbasetobeconsideredas

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

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

itselfhasbeenplaying

focusofthe

increasingvitalpartintheSLAandithasremained

keenresearch

scholars.Sinceqarly80s,with

linguistsasdialectical

seriesofstudiesfrom

cognitive

psychologyby

Kellerman,languagetransferstudyhasreacheditspeakin

rationaland

way(Oass&Selinker,1993;Kellerman&Shat、ⅣoodSmith,19¥6;

treated

as

Odlin,1989).Languagetransferis

involvingmore

complicatedcognitivemechanism

followingviewpointsa托of

thanmerely

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

periodoftime.

Toconclude,thepriortheoriesoftransferassignespeciallyits

SO

limited

roletothe

MT,

condasiverolesthatWeshouldbelookingfor

ofthe

morecomplexand

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

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

significantpart.Therefore,itistimetopaymore

over

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

dialecticalapproachin

on

understanding

MTandagreed

on

theexistingpositiveChinesetransfer

English

learning.Theoreticallybased

on

theexperiencesofwesternSLAstudyandthe

ale

practicesinChinesecontext,theytryingtoestablish

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

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

more‘communicative’in

China.

Althoughtheirideasandpracticesa聆not

precisereflectionofthedefinitionof

communicativeapproach,they

workinginthisabletocreate

essence

aarea

doreflect

communicativeorientation.Mostofthose

languageteaching

or

as

haveseentheinstrumentalaimof

being

competenceto

commanicatein

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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