On the Application of Mother Tongue in English Class母语在英语教学中的作用Word文档下载推荐.docx

On the Application of Mother Tongue in English Class母语在英语教学中的作用Word文档下载推荐.docx

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很多学校开始实行全英语教学，避免使用母语。

这一方法在一定程度上提高了学生对英语的应用能力，被许多英语教师和学习者认可并采用。

但其同时对学生英语水平的提高也起着负面的影响，不利于教师与学生之间的交流。

在英语教学中，对某些词汇或概念的教学，采用英语讲解时学生不能够充分地理解，在这种情况下，如果能利用母语进行解释，那么学生就能对所学的知识更好的理解与接受。

当然，在英语教学中母语的使用应该适可而止，不能滥用。

因为英语教学的目的是培养学生应用外语的能力，如果在英语教学中过分的使用母语，学生在有限的课时内接触英语的机会就相应的减少了，这样就会不利于达到英语教学的目的。

因此，如何恰当地在英语课堂利用母语汉语就成为值得探讨的话题。

这里，本文以母语正迁移的理论作为理论依据,研究了母语在英语课堂中运用的现状，分析了母语在在英语课堂中的必要性和具体要求，并归纳出一系列可行的教学策略，充分发挥母语的正迁移作用，同时克服母语对于英语学习产生的负面影响，从而提高英语课堂的教学质量和效果。

关键词：

英语教学；

母语；

语言迁移；

教学策略

Abstract

WiththerapiddevelopmentoftheEnglisheducationsincethereformandopen,thelearners’Englishlevelhasobviouslyimproved.Atthesametime,thesocietyalsoincreasedtherequirementtotheEnglishabilityoftheUniversitygraduates.Therefore,Englishteachingmethodshavetobefacedwithreformbecauseofthehighrequirement.

Amongthecontroversialteachingmethods,whethertousemothertongueintheclassbecometoanimportantquestiontobothoftheteachersandthelearners.Alotofschoolsbegintocarryout“EnglishImmersionApproach”whichabandonsmothertonguecompletelyintheclass.Thoughthisteachingmethodhelpstoimprovethelearners’Englishabilityandhasbeenadoptedandacceptedbymanyteachersandlearners,italsohasthenegativeeffectsthatagainstthecommunicationbetweenteachersandstudents.DuringEnglishteaching,theremaybesomevocabularyorconceptsthatcannotbefullyunderstoodwhenexplainedinEnglishonly.Inthiscase,theuseofmothertonguecanhelpthestudentsunderstandandaccepttheknowledgebetter.However,enoughisenough,excessiveuseofmothertongueisnotreasonable,forthegoalofEnglishteachingistocultivatestudents'

Englishability,butexcessiveuseofmothertonguewilldecreasethestudents’chancetogettouchwithEnglishandmakeagainstachievethegoalofEnglishteaching.Therefore,howtousemothertonguewell/properlybecomestoaproblemthatworthyofdiscussion.

Basedonthetheoryofpositivetransferoflanguage,thispaperstudiesincurrentsituationofmothertongueusinginEnglishClass,andanalysesthereasonsandthespecificrequirementsofusingmothertongueinEnglishClass.Inaddition,thispaperalsoconcludesaseriesofpracticalteachingstrategytomakegooduseofthepositivetransferofmothertongue,andovercomethenegativetransfertotheEnglishlearningatthesametime,sothattoimprovethequalityandtheresultofEnglishclass.

Keywords:

Englishteaching;

mothertongue；

LanguageTransfer；

teachingstrategy

Contents

Abstract（Chinese）………………...……...…………………………………………………….i

Abstract（English）………………………………………………….……….………..ii

I.Introduction………………………………………………………………………...1

II.LiteratureReview…………………………………………………………….…...3

2.1RelatedStudiesonMotherTongueUsageinEnglishClass........................…….3

2.2TheoreticalBackground………………………………………….…………….4

2.3SituationofMotherTongueUsageinEnglishClass.....................................…...5

III.ApplicationofMotherTongueinEnglishClass……………………………….7

3.1ReasonsforUsingMotherTongueinEnglishClass.....................................…...7

3.1.1ProvidingAQuickandAccurateTranslationfortheLearners………..….7

3.1.2HelpingtheTeacherstoChecktheTeachingConceptsandEstablish

theGeneral‘Rules’fortheClass……….……….……………………….7

3.1.3TheSecurityofLearningVocabulary…….……………………………….8

3.2RequirementsforWell/ProperlyUsingMotherTongue…………...….………..8

3.2.1UsingMoreFlexibleMethodstoHelptheStudentsSayMore…………..8

3.2.2ProvidingtheStudentswithComprehensibleInputandMoreChances

toCommunicatewithEachOther……………………………..…….…….8

3.2.3ProvidingMoreLanguageMaterialstoEnrichtheStudents’Knowledge...9

3.3WaysforApplicationofMotherTongueinEnglishClass……………………10

3.3.1UsingMotherTonguetoFacilitateTeacher-studentCommunication…...10

3.3.2UsingMotherTonguetoFacilitateTeacher-studentRapport……………11

3.3.3UsingMotherTonguetoFacilitateLearningoftheTargetLanguage…...12

IV.StrategiesinMotherTongueUsinginEnglishClass………………………...14

4.1TheCreationofMotherTongueTeachingEnvironment……………….……....14

4.1.1TheCreationofCampusEnvironment………...……………..….………..14

4.1.2SomeDefectsoftheInteractionTheory……………………………………14

4.2InnovateTraditionalEnglishClassroomTeaching……………………………....16

4.2.1TheFiltrationandCombinationofTeachingContents…..………………...16

4.2.2TheChangesofTraditionalTeachingOrganization………………………..17

4.2.3TheUsageoftheNewTeachingMethods………………….……………...18

V.Conclusion………………………………………………….……………………20

Bibliography………………………………………………..………………………22

Acknowledgements………………………………………………………………24

I.Introduction

Withtherapiddevelopmentoftheglobaleconomyinrecentyears,moreandmorefieldsofacountrysuchas,economy,educationandpoliticshavebeenincontactwithothercountries.Asaresult,Englishhasbeenthemostfrequentlyusedlanguageinthewordbecauseoftheprocessionofthehistoryandithasbeentheinternationallanguageintheworld.Englishteachinghasalonghistoryofmorethan100yearsinChina.AfterthefoundingofthePeople’sRepublicofChina,especiallysincethepracticeofthepolicyofreformationandopening,manywesternschoolsofteachingmethodologyhavebeenintroducedtoChinatogetherwiththeintroductionofadvancedwesternscienceandtechnology.

AmongtheEnglishteachingmethods,whethertousethemothertongueintheclassbecometoacontroversialissuetobothoftheteachersandthelearners.However,themothertongueinfluencescanbeeasilytracedinallaspectsofsecondlanguagelearners'

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

smothertongueisanunavoidablefactor.Alotofschoolsbegintocarryout“EnglishImmersionApproach”whichabandonsmothertonguecompletelyintheclass.Thoughthisteachingmethodhelpstoimprovethelearners’Englishabilityandhasbeenadoptedandacceptedbymanyteachersandlearners,italsohasthenegativeeffectsthatagainstthecommunicationbetweenteachersandstudents.DuringEnglishteaching,theremaybesomevocabularyorconceptsthatcannotbefullyunderstoodwhenexplainedinEnglishonly.Inthiscase,theuseofmothertonguecanhelpthestudentsunderstandandaccepttheknowledgebetter.However,enoughisenough,excessiveuseofmothertongueisnotreasonable,forthegoalofEnglishteachingistocultivatestudents'

Englishability,butexcessiveuseofmothertonguewilldecreasethestudents’chancetogettouchwithEnglishandmakeagainstachievethegoalofEnglishteaching.Asaresult,tousemothertonguewell/properly,thestudyoftheapplicationofmothertongueinEnglishClassisnecessary.

SothattheaimsofthispaperistostudytherelationshipbetweenmothertongueandsecondlanguageacquisitionandfindsomewaytoimprovethequalityandtheresultofEnglishclass.

Basedonthetheoryofpositivetransferoflanguage,thestudyandanalysisinthispapershowthatmothertongueplaysapositiveroleinsecondlanguageacquisitionandisanimportantfactortopromotesecondlanguageacquisition.Atthesametome,thispaperalsostudiesincurrentsituationofmothertongueusinginEnglishClass,andanalysesthereasonsandthespecificrequirementsofusingmothertongueinEnglishClassalsoconcludesaseriesofpracticalteachingstrategytomakegooduseofthepositivetransferofmothertongue.Forexample,tocreateamothertongueteachingenvironment,includethecreationofcampusenvironmentandtheinfiltrationoftheEnglishactivitiesafterclasstoencouragethestudentscontinuouslytospurthemspeakEnglishwithoutfearandSpeakmore;

ortoinnovatethetraditionalEnglishclassroomteachingmethodstoincreaselearners’interestandefficiencyinEnglishClass.Forthisreason,thequalityandtheresultofEnglishclasscanbeobviouslyimproved.

Ⅱ.LiteratureReview

2.1RelatedStudiesonMotherTongueUsinginEnglishClass

Therolemothertongueplaysinthesecondlanguageacquisitionhasbeenadisputativefieldinacademiccirclesandithasbecomeabranchofsecondlanguageacquisition.Therehasbeenconsiderableprogressinthestudyoftransferduringthelasthundredorsoyears,especiallyduringtheyearssinceWorldWarⅡ.Withinthelastfewyears,however,theimportanceoflanguagetransferhasbeenebbedandflowed.Inthe1950s,itwasseenveryimportantinSLA（SecondLanguageAcquisition）whenLado'

sContrastiveAnalysisHypothesisdominatedthefield（YuLiming,45）.WiththepopularityofChomskyanUniversalGrammarwhichdeniedtheexistenceoftransferphenomena,theresearcher'

sinterestinlanguagetransferhasdeclinedsincethe1960s（HouXinchao,122.）However,thedevelopmentoftheInterlanguageTheoryandflourishingofpsycholinguisticshasfinallyrecognizedthesignificanceoftheroleofthefirstlanguageinSLA（DiaoJitian,34）.

InTeachingMonolingualClasses（93）,Atkinsonsuggests'

acareful,limiteduseofL1'

tohelpstudentsgetthemaximumbenefitfromactivitieswhichinotherrespectswillbecarriedoutinthetargetlanguage.Themothertonguemaybeusefulintheproceduralstagesofaclass.

BeyondthesebasicallymanagerialfunctionsofL1,AtkinsonalsosuggestsusingtheL1fortranslationasateachingtechnique.Frommyre