中介语论文.docx

1、中介语论文Interlanguage and Foreign Language TeachingAbstractInterlanguage, it is the concept that from peoples constantly exploring and analysing the language systems. It provides a theoretical basis for the methods of foreign language learning. And also indicates a valuable direction for foreign langua

2、ge teaching. This thesis mainly expound the concept and the features of interlanguage, and its inspirations for foreign language teaching.Key Words: Interlanguage; foreign language; learners; teaching 摘 要中介语，作为人们不断对语言系统的分析和解释而出现的概念，为外语习得过程中的规律提供了理论依据，也为外语课堂教学指明了新的方向。本文主要阐述中介语的概念、特征，以及对外语教学中所起到的启示作用。

3、关键词：中介语；外语；学习者；教学Introduction The interlanguage was first used by Selinker in 1972. And then it became a significant theory in second language acquisition. According to the theory, learning foreign language is a process of gradually accumulating and improving, the whole process is a continuum. It wi

4、ll form a specific system in every period of learning process. Also, according to the interlanguage research, the learners stages and the learner strategies can be known. Thus, the interlanguage plays an important role in cognizing the characteristics of foreign language learning and developing the

5、designs or methods of foreign language teaching. A Brief Introduction of Interlanguage In 1960s, the linguists began to use the strategies of first language acquisition to discuss the SLA, they tried to describe the incorrect use of target language in SLA. The interlanguage was produced in 1970s. It

6、 belongs to a part of cognitive linguistics and it has an important effect on SLA.1.1 The generation of interlanguageSelinker initially introduced the concept of interlanguage in 1972, and various alternative terms have been used by different researchers to refer to the same phenomenon; Nemser (1971

7、) refers to approximative systems, and Corder (1971) to idiosyncratic dialects and transitional competence.These terms reflect two related but different concepts. First, interlanguage refers to the structured system which the learner constructs an any given stage in his development. Second, the term

8、 refers to the series of interlocking systems which form what Corder (1967) called the learners built-in syllabus. 1.2 The features of interlanguage Subsequent discussions of interlanguage focused on its three principal features, all of which were raised by Selinker in one way or another.1.2.1 Langu

9、age-learner language is systematic The interlanguage is a relatively independent language system. It has a unique set of pronunciation、grammar and vocabulary systems. Despite the variability of interlanguage, it is possible to detect the rule-based nature of the learners use of the second language.

10、He does not select haphazardly from his store of interlanguage rules, but in predictable ways. He bases his performance plans on his existing rule system in much the same way as the native speaker bases his plans on his internalized knowledge of first language system. It has often been pointed out (

11、e.g. Jakobovits 1970; Cook 1971) that evaluating second language performance in terms of the target language grammar is unsatisfactory, because the learner behavesgrammatically in the sense that he draws systematically on his interlanguage rules.1.2.2 Language-learner language is permeable The L2 le

12、arners interlanguage system is permeable, in the sense that rules that constitute the learners knowledge at any one stage are not fixed, but are open to amendent. In many respects this is a general feature of natural languages, which evolve over time in ways not dissimilar to the develoments that ta

13、ke place in language-learner language. 1.2.3 Language-learner language is dynamic The L2 learners interlanguage is constantly changing. However he does not jump from one stage to the next, but rather slowly revises the interim system to accommodate new hypotheses about the target language system. Th

14、e Causes of Interlanguage Selinker (1972) suggested that five principal processes operated in interlanguage. These were (1) language transfer; (2)overgeneralization of target language rules; (3)transfer of training; (4) strategies of L2 learning; (5)strategies of L2 communication. It is also said th

15、at the interlanguage was due to learners inadequate or inaccurate inductions and inferences. 2.1 Language transfer It can be divided into two aspects: interlingual transfer and intralingual transfer. First, the interlingual transfer is that transferring the contents of L1 to target language. For ins

16、tance, at the primary stage of learning, learners are unacquainted with syntax rules, they will use the models and rules of L1 indiscriminately in SLA. e.g.（天空上有只鸟。）The Chinese students may translate it in The sky has a bird as a result of Chinese sentence structure interference. Second, intralingua

17、l transfer reflect the general characteristics of rule learning such as faulty generalization, incomplete application of rules and failure to learn conditions under which rules apply.2.2 Overgeneralization of target language rules Learners apply the universal rules to the specific words or structure

18、s, and the errors occur. E.g. the plurals: one foot, two foots.2.3 Transfer of training When the teaching method is improper or using the unsuitable teaching materials, the students will use interlanguage. Also when teachers explain the words or structures ambiguous or use the target language in wro

19、ng circumstances, it may lead the students to make mistakes. E.g. in class, a teacher emphasize excessively that adding an -ly behind the adjective, then it becomes an adverb. Then learners may deem all the adjectives can become adverbs after adding -ly in the end.2.4 Strategies of foreign language

20、learning There are two aspects. In one aspect, learners can not digest the massive input of target language in a short period, then they will regard some target language rules as a simple system, these maybe are simplification or overgeneralization. In another aspect, if learners can not fully under

21、stand the different rules of grammar in target language, they will be confused. E.g. in English, the verbs behind the third person singular and the plurals all add an -s.2.5 Strategies of foreign language communication This refers to some approaches that the learners cannot use the available or corr

22、ect expressions in communication because of their limited foreign language. It contains avoiding some topics、making eccentric words and using the approximate expression patterns or drawing support from first language to communicate. . The Inspiration of InterlanguageBrooks(1960), wrote: Like sin, er

23、ror is to be avoided and its influence overcome. Maybe, in some points of view, errors can be not tolerated after the iterative explanations. However, through the analysis we can see that interlanguage is the necessary process or period of foreign language learning. How to treat the interlanguage co

24、rrectly? Or what inspirations the interlanguage can provide for foreign language teaching? Teachers probably can take some effective methods in their teaching from it.3.1 A rational understanding of errorAs errors were the result of the native transfer of first language habits. And with the developm

25、ent of learners understanding and internalization of target language rules, the errors caused by L1 interference will be gradually decreased, but the errors caused by overgeneralization or simplification will be increased. Teachers must have a comprehensive understanding of these errors. Errors are

26、not no-no, but the path to target language better learning. Teachers can know the learners stages through analyzing these errors and then give them a proper evaluation and conduction. 3.2 A proper treatment to error The interlanguage is a sort of language between first language and target language.

27、As for target language, the interlanguage was considered as errors, but moreover, the learners interlanguage reflect their true language norm. The teachers should pay attention to correcting the errors timely. For one thing, teachers should be tolerant with learners errors; For another thing, teache

28、rs should also be cautious with them. In learners early learning, the errors which contain the grammar、pronunciation and pragmatics should be corrected timely, so as not to form the wrong habits or lead to fossilization. At the same time, teachers must provide the right models for learners, then the

29、 errors may gradually vanished through iterative correcting. And the right forms will be consolidated and strengthened.3.3 Processing teaching materials As for teaching, teaching materials are important, but not so perfect for everyone. This will need the teachers to work over the teaching materials

30、. There are two aspects about processing teaching materials.3.3.1About different cultural backgrounds in teaching materials The cultural background is an indispensable part in foreign language teaching. Owing to the different cultural backgrounds between countries, it may affect the learners interes

31、ts and motivations in learning foreign language. So, teachers can deal with the teaching materials adequately in preparation of classes, for instance, teachers can contrast or analyse the different cultural backgrounds, help the learners understand and accept. E.g. an American praised a Chinese lady

32、: Youre so pretty today. And the Chinese lady say: No, no, Im not pretty, Im so fat. Actually, Chinese people like to be humble. But the American may think it is not sincere. In addition, some English teaching materials didnt make a distinction between American pronunciation and English pronunciation, then the learners may be confused to learn and use it, furthermore, it may lead to fossilization. So, teachers should pay attention to choosing and using the materials.3.3.2Teaching learners in accordance with their aptitude Different lea