林博生论文格式文档格式.docx

林博生论文格式文档格式.docx

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3.1ReasonsforusingmothertongueinEnglishteachinginmiddleschool………..2

3.2TheapplicationoflanguagetransferinEnglishteaching………………….……..2

3.2.1Thedefinitionoflanguagetransfer………………………………………5

3.3.1Informationfunction….......................................................................................5

3.3.2Persuasivefunction……………………………………………...……………..5

3.4Features…..............................................................................................................6

4.ApplicationofFunctionalEquivalenceinE-CAdvertisingTranslation….......6

4.1ApplicationofF-Ewhentherearelinguisticdifferences………………………..7

4.2ApplicationofF-Ewhenthereareculturedifferences……………………...……8

4.3ApplicationofF-Ewhenthereareconstraints…….……………….……..............8

4.3.1Constraintsofadvertisinglaw………………..…………………..….….............9

4.3.2Constraintsofmarketing–strategies…...……………………….…….….........10

5.Methodsforthecommercialadvertisements……................................................10

5.1Transliteration…………………………………………….….………….………..10

5.2Literaltranslation…………………………………………………….……….…..10

5.3Freetranslation………………………………………………….…………...…...10

5.4Transform………………………………………………….………………….…..11

5.5OtherFeasibleMethods………………………………………….……….….…...11

6.Conclusion……………………………………………………………………..….11

Acknowledgements……………………………………………...………………...…13

References....................................................................................................................14

1.Introduction

Studentsinmiddleschoolarethefutureofourcountry.Thesituationoftheireducationmattersalottothedevelopmentofourcountry.Thusit’squiteimportanttoimprovetheireducationsituationincludingtheirstudyefficiency.However,themothertongueinfluencescanbeeasilytracedinallaspectsofsecondlanguagelearners'

inter-language.Foreignlanguageteachingproceedswhenthelearneralreadymastershismothertongue.Therefore,bothintheforeignlanguageteachingtheoryandintheforeignlanguageteachingpractice,theinfluenceofthelearner'

smothertongueisanunavoidablefactor.

Basedonthetheoryofpositivetransferoflanguage,thestudyandanalysisinthispapershowthatmothertongueplaysapositiveroleinsecondlanguageacquisitionandisanimportantfactortopromotesecondlanguageacquisition.Atthesametome,thispaperalsostudiesincurrentsituationofmothertongueusinginEnglishclass,andanalysesthereasonsandthespecificrequirementsofusingmothertongueinEnglishclassalsoconcludesaseriesofpracticalteachingstrategytomakegooduseofthepositivetransferofmothertongue.Forexample,tocreateamothertongueteachingenvironment,includethecreationofcampusenvironmentandtheinfiltrationoftheEnglishactivitiesafterclasstoencouragethestudentscontinuouslytospurthemspeakEnglishwithoutfearandspeakmoreortoinnovatethetraditionalEnglishclassroomteachingmethodstoincreaselearners’interestandefficiencyinEnglishclass.Forthisreason,thequalityandtheresultofEnglishclasscanbeobviouslyimproved.

2.SituationofMotherTongueUsageinEnglishClass

AlthoughthereisfiercedisputeofusingmothertongueinEnglishclassinmiddleschool,mothertongueisstillpopularinEnglishclassandfollowsaresomeresearchthatmothertongueisusedinMiddleschool.

AmountofestimatedChineseuseinthecurrentclassroom

Frequency

Validpercent

Cumulativepercent

Alot

17

11.7

Some

80

60.7

72.4

Verylittle

40

27.6

100.0

Total

145

TheresultsofthequestionnairesurveyandclassroomobservationindicatethatChinesewaswidelyusedintheclassroom.Byandlarge,theresultsaccordwithotherinvestigationsundertakeninChina.Hefoundthatonlytenpercentofthirty-fiveteachersfromteninstitutionsusedalmostexclusivelyEnglishthroughoutthelesson.AlthoughitisstillanopenissuewithregardtoaperfectratioofTLandmothertongueuseintheclassroom,itissafetoconcludethat"

alot"

ofChineseintheCEclassroomisnotadvisable.Atkinson，generallyinfavorofLluse,warnsagainstexcessivedependencyonit.HefearsthatthestudentsmightfeeltheyhavenotreallyunderstoodanyitemoftheTLuntilithasbeentranslated.Sun&

YaowhoarguethatitisnecessarytoturntoChineseforclarityalsoadmitthattogiveinstructionsinEnglishhasalwaysbeentheirendeavor.

3.ApplicationofmothertongueinEnglishclass

3.1ReasonsforusingmothertongueinEnglishteachinginmiddleschool

TheuseofmothertongueisinevitableinEnglishteachinginmiddleschool.Inpsychology,nativetransferfunctionisinevitable.MostofthelearnersinChinabegintolearnasecondlanguageaftertheestablishmentofacompletenativelanguage.Theyhaveformedthehabitualmothertonguethinkingmodeandhavethestrongabilitytocommunicatewitheachotherbymothertongue.Wewillanalysisthingsbymothertonguewhenlearningforeignlanguageandusetheexperienceoflearningmothertonguetoguidetheirsecondlanguagelearning.Sothesecondlanguagesystemisbasedonthemothertongue.Mothertongueisinevitableinsecondlanguagelearning.Foreignlearningalwaysoccursinschoolinourcountry.Formoststudents,itisratherimpossibletolearnforeigninourChineseenvironment.Itmaybeagoodwaytolearnforeignwellbyproperlyusingournativelanguage.Iftheteacherssimplyusethetargetlanguagetoexplainintheclassroom,thatwouldmakethestudentsconfusedandatlastitwouldleadtothefailureoftheirEnglishlearning.Onthecontrary,iftheteachersappropriatelyusethemothertonguetoexplainforeignknowledgeintheclassroom,thestudentswouldmasterwhattheyhavelearnedinashorttimeaswellashaveagreatinterestlearnEnglishwell.Certainlytheeffectsofteachingwouldbeimproved.

Mothertonguewouldbetheimportantteachingresources.Insomecases,properlyusingofmothertonguewillgetthetwiceresultwithhalftheeffortofteachingeffects.Forexample,inthebeginningofforeignlearning,wecanuseChinesetodiscussthelearningmethodsandmakecomparisonsofthesetwolanguages.Atlast,weascertainourlearningmethods.Wemaycomeacrosssomeabstractconceptwords.Inthemiddleschoolclassroom,wecandirectlyuseChinesetoexplainsomespecializedvocabulariesliketechnologyterms.SomegrammaticalrulescanbefirstlyexplainedbyChinese,afteragreatquantityofexampleexercises,studentswouldmasterwhatthenhavelearnedquickly.Fortheimportantanddifficultpointsinstudies,teacherscanuseChinesetomakeemphasizesandensurethatthestudentsentirelymastertheknowledge.

3.2TheapplicationoflanguagetransferinEnglishteaching

3.2.1Thedefinitionoflanguagetransfer

Whenlearningaforeignlanguage,anindividualalreadyknowshismothertongue.Transferisatermusedbypsychologistsintheiraccountsofthewayinwhichpresentlearningisaffectedbypastlearning.Odlinhassuggestedthattransferistheinfluenceresultingfromthesimilaritiesanddifferencesbetweenthetargetlanguageandanyotherlanguagethathasbeenpreviouslyacquired.Insecondlanguagelearning,thisphenomenonisaverygeneralpsychologicalprocess-thatofrelyingonpriorknowledgetofacilitatenewlearning.Forthefirstplace,beforelearningaforeignlanguage,theexperienceofthelearnerisacquiredandpreservedthroughhisnativelanguage,sotheseexperienceswillbeusedfortheforeignlanguagelearning.Forthesecond,thenativelanguageservesasatoolfortheforeignlanguagelearningandtheknowledgeandskillofthenativelanguagewillbetransferredtotheforeignlanguageunconsciously.Sincethereareequivalents,similaritiesanddifferencesbetweenthenativeandtheforeignlanguageinlinguisticstructure,socialcultureandlogicthought,theformsoftransferduringtheprocessoflearningaredifferent,includingpositiveandnegativetransfer.

Weget“negativetransfer”or“interference”whenthetwolanguageshavesimilarityanddifference.Inthiscase,first-language-inducederrorsoccur.Forinstance,

（1）A:

你昨天没有来吗?

B:

是的（我昨天没有来））.

（2）A:

Didn'

tyoucomeyesterday?

Yes（Icameyesterday）.

ChineseandEnglishhavethesamereplyformstonegativeinterrogation,butthetworepliesexpressdifferentmeanings.Inthiscase,theChinesestudenttendstousethemodeofexpressionofhismothertongueinsteadofthatofEnglish,thus,thenegativetransferhappens.TheEnglishlearnershouldgetridofChinesewaysofthinkingandtrytocombinetheformwiththemeaningandmodeofexpressioninEnglish.Onetaskofteachingistopreventsuchkindofinterferenceofmothertongue.Manyexperimentshaveprovedthatnegativetransferisingeneraltemporary,andcanbepreventedbytrainingandlearning.

Weget“positivetransfer”or“facilitation”whensomecharacteristicsofmothertonguearesimilartoorequivalenttothetargetlanguage.Itbenefitstheforeignlanguagelearning.Forinstance,thebasicwordorderofChineseandEnglishisthesame:

Sentence=Subject+Verb+Object.Inthiscase,ChinesestudentscanconstructacorrectsentencebytheversionofChinesewordorder.

（3）这个好消息使她高兴。

（4）Thegoodnewsmadeherhappy.

Wecanconcludefromtheabovethatthenative