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类型The use of mother tongue in the rural high school e.doc

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    1、XX学院本科生毕业论文(设计)题 目The Use of Mother Tongue in the Rural High School English Class论母语在农村初中英语课堂中的运用专 业 英 语院 部 外国语学院学 号 XX姓 名 XX指导教师 XX答辩时间 二 一一年五月论文工作时间:2010 年 9 月至 2011 年 5 月Contents1. Introduction12. Mother tongue and the foreign language learning12.1 The influence of mother tongue in the foreign la

    2、nguagelearninging12.1.1 The definition of language transfer12.1.2 The positive transfer12.1.3 The negative transfer22.2 The relationship between mother tongue and the foreign language learning23. The reasons of using mother tongue in the rural high school English class23.1 The situation of English c

    3、lass in the rural high school33.2 The advantages of using mother tongue in the English class33.2.1 Helping remember words33.2.2 Helping explain grammar33.2.3 Helping enhance the interest of learning44. The implementation of using mother tongue in the rural high school English class45. Conclusion5Bib

    4、liography6Acknowledgments7论母语在农村初中英语课堂中的运用学生姓名: XX指导教师: XX摘 要:母语在外语教学中的使用一直是一个极具争议性的话题,在这个问题上存在这两种截然不同的观点:依赖或排斥。实际上,母语作为英语教学中的一种普遍现象,其影响不容忽视。论文首先从语言迁移理论出发,提出母语在英语教学中的积极和消极影响。同时,论文还指出了母语与外语学习的关系。然后,分别从目前农村英语教学的形势和母语在英语课堂中对于记忆单词,讲解语法和提高学习兴趣上的积极作用,分析了在农村英语课堂中应该使用母语的原因。最后得出在农村初中英语课堂上运用母语的启示:教师应充分发挥母语的积极

    5、作用,在教学实践中合理地运用母语,以期取得更佳教学效果。关键词: 母语语言迁移农村初中英语 母语使用的原因The Use of Mother Tongue in the Rural High School English ClassUndergraduate: XXSupervisor: X XAbstract: The use of mother tongue in foreign language teaching and learning has long been a controversial issue. There exist two completely different k

    6、inds of views on this issue: either excluding it or relying on it. In fact, as a common phenomenon in English language learning, the influence of mother tongue can not be ignored. In this paper, based on the language transfer theory, there are positive and negative transfers in English teaching clas

    7、s. At the same time, the paper points out the relationship between mother tongue and foreignlanguage learning. Then, the paper gives the reasons of using mother tongue in the rural high school English class and the advantages of mother tongue in remembering words, explaining grammar and enhancing th

    8、e interest of learning. Last from the implementation of using mother tongue in the rural high school English class,the teacher should make full use of the positive transfer of mother tongue, and use mother tongue properly to achieve the most satisfactory teaching result.Key Words:mother tonguelangua

    9、ge transferrural high school Englishreasons of using mother tongue11. IntroductionIn the history of language teaching, the attitude towards the use of mother tongue in the foreign language class changed dramatically over centuries. But few people study it in the condition of rural high schools. In t

    10、raditional foreign language classrooms mother tongue was the sole “medium of instruction” (Vivian Cook, 1993). Later its use was strictly prohibited in new teaching methods such as direct method and audio-lingual method. But then the limited use of mother tongue was again admitted and its effectswer

    11、e proved through both theoretical and empirical studies by many researchers andeducationists, although there were still numerous scholars against it. Eventoday, among theapplied linguists and language teachers, the debate on whether it ishelpfulor impeding to use mother tongue in English class is st

    12、ill fierce. In fact, from the current situation of the country, it is difficult to lead rural high school students directly to “thinking in English”without the use of their mother tongue. So having a proper understandingof the use of mother tongue in the rural high school Englishclass is significant

    13、 to improve the quality of Englishteaching.2. Mother tongue and the foreign language learning2.1 The influence of mother tongue in the foreign language learningThe role of mother tongue plays in the foreign language learning has been a disputative field in academic circle. In fact, it is hard for le

    14、arners to avoid bringing pronunciation, words, grammar, expressions and text mode ofmother tongue into the foreign language. This phenomenon is called language transfer.2.1.1 The definition of language transfer“Transfer is the influence resulting from the similarities and differences between the tar

    15、get language and any other language that has been previously (and perhaps imperfectly) acquired.” (Krashen, 1981)If this transfer comes from mother tongue, it is called mother tongues transfer. “Language transfer refers to the phenomenon that the influence of learners mother tongue on the second lan

    16、guages acquisition and development” (Ellis, 1985).When people learn a new languagethey will be generally affected by mother tongue. The foreign learning beginners are not familiar with the rules of the foreign language, and they only can rely on mother tongue.Therefore, the content of mother tongue

    17、is very easy to influence the use of the foreign language. 2.1.2 The positive transferWhen learning from one situation assists learning in another, this is referred to as positive transfer. The positive transfer is most likely to occur when learners recognize common features among concepts, principl

    18、es, or skills. When the theory is applied to 2language learning, it is named the positive transfer among languages, which do exist in the language learning. Because there are similarities among different languages in the world and the first language facilitates learning where the native language and

    19、 the foreign language structures are the same, positive transfer is very helpful to foreign language teachers and learners. That is to say, learners mother tongue can facilitate their foreign language learning.2.1.3ThenegativetransferOn the contrary, when the language characteristics of two language

    20、s are not similar completely, mother tongue will not help students to learn. It is called negative transfer, which is regarded as the cause to errors for learners when students learn a foreign language.The negative transfer is most likely to occur when the learner incorrectly believes that these are

    21、 common features and improperly links the information while encoding it, or incorrectly sees some value in using information from one setting to another.It is also known as negative interference. When there are differences in a structure between two languages, the different points will always be the

    22、 difficulty for the learners. 2.2 The relationship between mother tongue and the foreign language learningLinguists have long studied the relationship between mother tongue and a foreign language. The focus of the studies and researchesare to discover the influence of the mother tongue on the proces

    23、s of foreign language acquisition and the role of mother tongue in foreign language learning.The latest comparative studies in this area have demonstrated thatmother tongue plays a very important role in English learning. All the students do not step into the classroom with empty heads, the mother t

    24、ongue is also not a coat that can be taken off and throw it away before entering into the foreign classroom. On the contrary, the concepts of mother tongue are firmly fixed in their minds, and the foreign language learning is also related to the knowledge that they have experienced.So they can not i

    25、gnore the transfer of mother tongue and only use English to think.It is natural for them to regard mother tongue as a medium to link the foreign language and their thinking together.3. The reasons of using mother tongue in the rural high school English classThe idea seemed to get around that using m

    26、other tongue in the foreign language teaching classroom was a “bad thing”. Everything should be done in the target language, giving the learners maximum exposure to that language (in this case English). This is fine in principle, but the reality turns out to be somewhat different. 3While it is perfe

    27、ctly possible to use only English in class, this approach fails to take account of a number of factors. Obviously, from the current situation of the rural high school in China, it is impossible to ignore mother tongue and only use English to think. The follows are some reasons of using mother tongue

    28、 in English class.3.1 The situation of English learning in the rural high schoolChinese rural high school students are, strictly speaking, learning English as a foreignlanguage. They are just learning English in a Chinese environment. At school, studentshave only one or two English class every day a

    29、nd all the other classes are given in Chinese.And the size of the class is usually about60 students, which is too crowd for all the learners to have enough chance to practice English.On the other hand, thechief objective for rural high school students to learn English is to get enough scores to pass

    30、 thenational college entrance examination instead of using it as a living language. That is to say,their motivation is somehow misled.As a result, they actually have little experience of learning English and in constantthey contact with Chinese and avoidance of its influence are almost impossible.3.

    31、2 The advantages of using mother tongue in the English classMother tongue plays a positive role in English class, which indicates that it is not “interference“, but “intercession“, and a “resource“ which learners can resort to for making up insufficiency of the English knowledge.3.2.1 Helping rememb

    32、er wordsAs is known, vocabulary is a main obstacle for learners in English learning. However, “It will be more fruitful to teach abstract words or concepts with appropriate use of mother tongue in second language classroom” (Liu Ting, 2006). This is true with English teaching. There are a lot of wor

    33、ds with abstract meanings in English, for instance, memory, time, culture, etc. Teaching will be time-consuming and ineffective if English is used exclusively to explain the meanings of these words. Teachers will make every effort to help students understand these meanings, but students will still f

    34、eel confused though they may have listened to the teachers attentively. As a matter of fact, when learning English, “students have already formed the ability to accept new knowledge which is expressed in their mother tongue” (Kecskes, 2000). Therefore, when introducing these abstract words, the teac

    35、hers can make an appropriate use of mother tongue, for instance, using jiyi to explain memory, shijian to illustrate time and wenhua to explain culture, respectively. With the background knowledge they have mastered, the students will be clear about the meanings of such words. Moreover, a lot of tim

    36、e can be conserved for other teaching activities. 43.2.2 Helping explain grammarIn learning English, grammar also plays a very important role. Without grammar, language will be disorderly and incomprehensible. There are a lot of grammatical points that exist in English but do not have the same equiv

    37、alence in Chinese such as the concept of number and tense. And there are a lot of grammatical rules which are too abstract for the students to accept. Here takes the explanation of aspect for example. There is a common phenomenon that learners always prefer to say “He is sleep” and “He sleeping” rat

    38、her than “He is sleeping”. Since we do not have progressive aspect in Chinese, this concept is abstract for students. Using English to explain this point will make it more difficult for students to understand this concept for they are not familiar enough with English description of aspect. “Mother t

    39、ongue can be used to explain the abstract concept” (Zhang Qi, 2009). Because of familiarity with mother tongue, using mother tongue will make it easier for students to accept this concept. 3.2.3 Helping enhance the interest of learningAs an old saying goes: Interest is the best teacher of learning.

    40、A thing that students have a deep interest can promote their learning activities. On the contrary, it can prevent their learning. The idea of abandoning mother tongue is too stressful to many rural high school learners who need a sense of security in the experience of learning a foreign language at

    41、the beginning of learning. What is more, the ability of each student is different. They may have a poor listening, or even have a poor basic knowledge. So in the full English class they can not keep up with the teacher, even though they want to learn well. Gradually, they will feel frustrated, and t

    42、hen lose their confidence, at last lose their interest of learning. However, if the teacher uses mother tongue to explain some abstract or difficult expressions appropriately, anther result can come out. 4. The implementation of using mother tongue in the rural high school English classTaking the in

    43、fluence of mother tongue, the relationship between mother tongue and foreignlanguage, the current situation of the rural high school, and the advantages of mother tongue into consideration, it is impossible to abandon mother tongue in therural high school English class. But how to help teachers and

    44、students treat mother tongue correctly in English class? How to avoid the negative transfer and promote positive transfer? Its generally agreed that English teachers should use as much English as they can in class. However, it doesnt mean that mother tongue should be completely avoided. On the contr

    45、ary, mother tongue, if properly employed, can help students understand English better. This is based on the fact that high school students 5do not acquire English from scratch, but learning English with mother tongue as its foundation. As rural high school students are still lack of English knowledg

    46、e and still have difficulty in understanding what is explained in English. Therefore,mother tongue becomes an indispensable tool in an English class. English teachers can at least employ mother tongue to (a) illustrate the place of articulation, (b) explain meanings of some abstract words and expres

    47、sions, (c) clarify different language points, and (d) check students level of comprehension. In this way, the time can be saved to carry out other classroom activities. Of course, teachers should always bear it in mind that mother tongue should only be used when necessary and they should try their b

    48、est to create an English setting for the students so that the students can have more exposure to English during the limited time in class.5. ConclusionThis paper has made an attempt to describe the reasons and ways for using of mother language in the rural high-school English class. Firstly, based o

    49、n the theory of language transfer, and the relationship between mother tongue and foreignlanguage, the influence of mother tongue in English class should be taken into consideration.Secondly, according to the current situation of Chinese and the advantages of mother tongue, it is necessary to use native language in English class. At last, the learner and the teacher should use mother tongue in the rural high school English class properly.However, there are some other aspects are suggested in the future research. Such as, it is necessary to conduct a comparative research of th

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