高级中学英语口语教学汉语的迁移现象分析.docx
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高级中学英语口语教学汉语的迁移现象分析.docx
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高级中学英语口语教学汉语的迁移现象分析
Abstract
IncurrentmiddleschoolspokenEnglish(voice)teaching,thoughteachersoftenuseavarietyofnewteachingideasandmethodsbasedontheinteractionhypothesisandcooperativelearningtheory,theycannotreasonablyprocesstherelationshipbetweenChinese(voice)andoralEnglishacquisition,withtheresultofleadingtothemiddleschoolstudents'oralEnglishlearningcannotavoidnegativetransferofChineseormakefulluseofthepositivetransfer.Atthesametime,inoralEnglishteachinginmiddleschoolstudy,althoughscholarstakethefulluseofvariousofnewresearchperspectivein-depthtostudytherelationshipbetweenChineseandEnglishlearningbasedontheinteractionhypothesisandcooperativelearningtheoryrelatively,theresearchsofarhastheshortcomingsasfollows,thephilosophyguidingisnotcomprehensive,thetheoreticalmethodbasispursuingisnovel,makeexcessiveuseoftoquantitativeanalysisofempiricalresearch,despiseoftheoryinquiryandprefertomaketheresearchofqualitativeanalysisofempiricalresearch.
TheresearchtargetofthispaperisformiddleschoolspokenEnglish(voice)existinginteachingpracticethatcannotreasonablydealwiththerelationshipbetweentheinfluenceofChineseandEnglishlearning.SothatitleadstotheresultthatthestudentscannotavoidnegativetransferofChineselanguage,andtheycannotmakefulluseofthepositivetransferofEnglishlearning.AimingatthephenomenonthatthephilosophicalguidancerelatedresearchinspokenEnglishteachinginmiddleschoolslacksofcomprehensiveandsystematictheory,andsomeproblemswhichhasbeentoldabove,suchasthetheoreticalmethodbasispursuingisnovel,makeexcessiveuseoftoquantitativeanalysisofempiricalresearch,despiseoftheoryinquiryandprefertomaketheresearchofqualitativeanalysisofempiricalresearch,thispapertakesthedialecticalsystemtomodernsystemscienceintheprevailingviewastheinstruction,taketheclassicaltheoryofcontrastiveanalysismethodasthemainbasis,adopttheachievementofcontrastivestudyofEnglishandChinesespeech,takethecomprehensivemethodoftheoreticalresearchprogramwhichthedeductivereasoningisthecoretheorycombinedwithempiricalresearchprocedureswhichthequalitativeanalysisisthecoretheory,exploretheviewpoint,theorymethodsandproceduresofcomprehensiveregulationofpositiveandnegativetransferofChinesemiddleschoolEnglishteaching,inordertoformandverifyaspokenEnglishTeachinginmiddleschoolwhichismainlybasedonthecomparativeanalysisofChinesetransfercomprehensiveregulationmethod.
Thestudyofthispaperisexpectedtohavepracticalandacademicsignificances.Inpractice,theresultsofthisstudywillbeusefultosolvetheexistinginthecurrentmiddleschooloralEnglishteachingpracticethatcannotreasonablydealwiththeinfluenceofChineseandEnglishorallanguageacquisition.Thenitresultsinmiddleschoolstudents'oralEnglishlearningcannotavoidnegativetransferofChineseormakefulluseofthepositivetransfer,soithasagreatpracticalvalue.Academically,theresearchapproachesofthispaperhelpstosolvetheexistinginthecurrentoralEnglishteachinginmiddleSchooltheguidingideologyisnotsystematic,thetheoreticalbasisissimplythepursuitofnovelty,makeexcessiveuseofthequantitativeanalysiswhichexistsmainlyanempiricalstudy,belittlethetheoryresearchandtakethequalitativeanalysisofempiricalresearchasthemainresearch,soithasacertainacademicvalue.
Keywords:
highschoolEFLspeakingteaching;Chinesetransfermanagement;systemicthinking;ContrastiveAnalysis
ChapteroneIntroduction
1.1Thepracticalbackgroundandthetheoreticalbackground
Atpresent,inourcountry,themiddleschoolEnglishspokenlanguageteachinghasbecometheteachingdifficulty,andtherelativestudyeffectisnottheideal.Withtheincreasingofacademicpressure,whenstudentsenterintomiddleschool,theybecomecoldtotheoralEnglishstudy,thatistosaythattheylikedspokenEnglishbeforewhileitbecomesverydifficultforthemtospeak,andeventheybecomesomeoffensivetolearnoralEnglish.Fromtheviewpointofdevelopment,alotofmiddleschoolstudentscannotreachtheoutlineoforalEnglishlearning,andtheoverallfeelingistoprogressslowly.Whatarethecausesofthisphenomenon?
Istheproblemofcurriculumsetting,orisitaproblemforteacherstoteach?
Onthefaceofit,theyarenot.Atpresent,alotofmiddleschoolstudentscultivatetheabilityoforalcommunicationasthekey.Invariousaspectssuchasteacher'sconfiguration,thearrangementofcurriculumcontentandafter-schoolactivitieshavegivenbeenhighattention.So,itisnecessarytosimplyrefuseandimprovemiddleschoolstudents'oralEnglishskills,anditisalsonecessarytodefineconstraintsofChinesemiddleschoolstudentstoimproveoralEnglish.Tofindouttherelativereasons,theweaklinkofthemiddleschoolstudents'oralEnglishcanbeovercome.
Sinceenteringthe21stcentury,withthetrendofeconomicglobalizationhaingbecometheworld'smainstream,internationalexchangeandinternationaltradehavebecomemoreandmorefrequent.Englishisbecomingmoreandmorepopular,andcausesextensivecrazeinmostcountries.EspeciallyinChina,Englishistakenasasecondlanguagewhichhasbeenincorporatedintothesyllabus.Peopleofallages,frominfantstotheelderlyhavebeguntolearnEnglish.Notonlyso,inChina,thevastmajorityofschoolrequirestudentstomustbethroughtheEnglishfourlevels,andalotofenterprisesandinstitutionsintherecruitmentwillalsogiveprioritytoemploymentforeignlanguageskillsgoodcandidates.Atthesametime,theteachingofEnglish,asanemergingindustryinChinaquicklydevelopes,allkindsofforeignlanguagetraininginstitutions,andforeignlanguagelearningsoftwarelayeremergeinanendlessstream.ButthepeoplewhoreallyuseEnglishasasecondlanguagetotheirlifearelessandless.Thereasonexistsinthatpeopleinlearningasecondlanguagewillalwaysavoidtheinfluenceofnotnegativetransferofmothertongue.InlearningEnglish,ChinesestudentsmayfeeltheChinesemothertongueinfluenceisinevitable,especiallyintheprimarystage,andlanguagetransferhasbeenthelinguistsinAppliedLinguisticsandthesecondlanguageacquisition,what'smore,languageteachingresearchinthefieldoftheproblemexistsatleastonehundredyears.
Thephenomenonoflanguagetransferinthetwolanguageacquisitioniscausedbythenegativetransferofthemothertongue.(Ellis,1999:
152)BasedonthestudyofChenDeliang,alargenumberofstudiesareontheacquisitionoftheSecondLanguageAcquisitionhavefocusedontheeffectsofnegativetransfer(i.e.,interference).(ChiChan,2002:
50)ThereasonthatcausesChinabynegativetransfererrorsaccountsfor51%ofEnglishlearners'corpusChineseexpressionerror.Theseerrorsoccurinallaspectsoflanguage,suchasthenativelanguage,culture,andthinking.
Theinfluenceofmothertongueisverygreat,especiallyonthenegativetransferoflearners'secondlanguageacquisitionwhichisundeniable,andithasbecomethedomesticandforeignresearchtheoreticalandempiricalfocus.However,scholarspaymoreattentiontoreadingandwritingofthetargetlanguage,butnottheinterferenceofthetargetlanguageintheoralcavity.ThetraditionalerroranalysisofspokenEnglishislackofdatatosupportthetheory.Inthisstudy,theauthoranalyzesthenegativetransferofthemothertongueintheoralperformanceofthestudents.Therefore,thisstudywillbringnewperspectivesandexperiencestoenrichthelearningofthesecondlanguage.ScholarsandresearcherscanbetterunderstandthedevelopmentoforalEnglishinChinesestudentsandthedistributionoforalerrorswhicharecausedbynegativetransferofmothertongueinordertoachieverapidandeffectivetrainingstudents'spokenEnglishability.Moreover,theimprovementoforalEnglishteachingandtheimprovementofstudents'oralEnglishabilityhavecertainrequirementsonthecurrentsituationofspokenEnglish.Theinfluenceofnegativetransferofmothertongueonthesecondlanguagelearningisundeniable.Manylinguistshomeandabroadfocusonthestudyofmothertonguenegativetransferinsecondlanguageacquisition,andthey'vegotgreatachievements,however,manysuchstudiesallattachgreatimportancetothewritingandreading,notspokenEnglish.Onthebasisoftheresearchofdomesticandforeignachievements,thispaperstudiesthenegativetransferofthemothertonguetothestudents'oralEnglishlearning.
ThemainpurposeofthispaperistointroducethenegativetransferofmothertonguetoaffectouroralEnglishability,sothatwecanprovidesomereasonableoralEnglishexpressionsuggested,andavoidtheinfluenceofnegativetransferinthemaximumextent,what'smore,graduallyweimprovestudents’Englishqualityoforalexpression.Therefore,theresearchofthispaperisexpectedtohaveapracticalandacademicsignificancesaswell.Inpractice,theresultsofthisstudywillhelptosolvetheexistinginthecurrentmiddleschooloralEnglishteachingpracticewhichcannotreasonablydealwiththeinfluenceofChineseandEnglishorallanguageacquisition,resultinginmiddleschoolstudents'oralEnglishlearningthatcannotavoidnegativetransferofChinese,ormakefulluseofthepositivetransfer,soithasgreatpracticalvalue.Academically,theresearchapproachesofthispapercanhelptosolvetheexistinginthecurrentoralEnglishTeachinginMiddle
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- 关 键 词:
- 高级中学 英语口语 教学 汉语 迁移 现象 分析