林博生论文初稿.docx

林博生论文初稿.docx

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林博生论文初稿

漳州师范学院

毕业论文

TheApplicationofMotherTongueinEnglishTeachinginMiddleSchool

母语在中学英语教学的应用

姓名：

林博生

学号：

090203130

系别：

外语系

专业：

英语

年级：

2009级

指导教师：

杨萍

2010年11月8日

Abstract

WiththerapiddevelopmentoftheEnglisheducationsincethereformandopen,thelearners’Englishlevelhasobviouslyimproved.Atthesametime,thesocietyalsoincreasedtherequirementtotheEnglishabilityofthestudentsinthemiddleschool.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:

Mothertongue;LanguageTransfer;Teachingstrategy

摘要

改革开放以来，我国的英语教育有了长足的发展，学生的英语水平也有了明显提高。

同时，社会对中学生的英语能力也有了更高的要求。

这些要求迫使英语教学随之改革。

其中，在英语教学中该不该运用母语成为了教师与学习者共同关注的重要问题。

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：

母语；语言迁移；教学策略

Contents

Abstract………………………………………………………...........……………...

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

2.SituationofMotherTongueUsageintheMiddleSchool……………………...1

3.ApplicationofMotherTongueofEnglishteachinginMiddleSchool…….......1

3.1ReasonsforusingmothertongueinEnglishteachinginmiddleschool………..1

3.2TheapplicationoflanguagetransferinEnglishteaching………………….……1

3.2.1Thedefinitionoflanguagetransfer…………………………………………..2

3.2.2Typesoflanguagetransfer……………………………………………………3

3.3WaysforapplicationoflanguagetransferinEnglishclassinmiddleschool…...4

3.3.1Fullygivefullplaytopositivetransfer……………………………………….4

3.3.2Lessonthestudents’anxietybyusingmothertongue………………………..4

3.3.3Promotethecomprehensibleinputbyusingnativelanguage………………..4

3.3.4Overcomethenegativetransfer………………………………………………………….5

4.StrategiesinMotherTongueUsinginEnglishClass……………………………5

4.1Createthesituationalfactorsinthemothertongueenvironment………………...6

4.2Createapositivelearningenvironmentinmothertongueenvironment………….6

4.3Cultivatethestudents’abilitytolearninmothertongueenvironment…………...6

4.4Advancethestudents’learningmotivationinthemothertongueenvironment…..6

5.SolutionstoUseMotherTongueinEnglishClassroom…………………………7

5.1Howmuchmothertongueinuseissuitable?

.........................................................7

5.2WhatneedteacherstotranslateintoChinese?

…………………………………...8

5.3HowcouldteachersleadthelearnertomasterEnglish……………………….....9

5.4Howcouldsolvetheproblemthatcausedbyusingmothertongue?

…………….9

5.5SummaryforUsingMotherTongueinEnglishClassroom……………………....9

6.Conclusion……………………………………………………………………..…..10

References………………………………………………………………………………………..11

Acknowledgements......................................................................................................................12

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.

AmountofestimatedChineseuseinthecurrentclassroominmiddleschool

Frequency

Validpercent

Cumulativepercent

Alot

17

11.7

11.7

Some

80

60.7

72.4

Verylittle

40

27.6

100.0

Total

145

100.0

TheresultsofthequestionnairesurveyandclassroomobservationindicatethatChinesewaswidelyusedintheclassroom.Byandlarge,theresultsaccordwithotherinvestigationsundertakeninChina.Hefoundthatonlytenpercentofthirty-fiveteachersfromteninstitutionsusedalmostexclusivelyEnglishthroughoutthelesson.AlthoughitisstillanopenissuewithregardtoaperfectratioofTLandmothertongueuseintheclassroom,itissafetoconcludethat"alot"ofChineseintheEnglishclassroomisnotadvisable.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.Somegrammaticalrulescanbefirstlyexplain