Language-Transfer(二语习得论述题重点)

LanguageTransferDuringtheprocessofforeignlanguagelearning,theinfluenceofmothertongueinforeignlanguagestudycannotbeignored.Generallyspeaking,therearepositivetransferandnegativetransferofmothertongueinforeignlanguagelearning.PositivetransferplaysapositiveroleinEnglishlearning,whilenegativetransferjusttheoppositeandcausealotoftroubles.Languagetransfermainlyshowsinthefollowingaspects:Phonemics,vocabulary，grammar，writingetc.Weshouldmakebestuseoftheadvantagesandovercomethedisadvantages.Teachers:Teachersshouldhelpstudentsfindoutthecommonalitiesoftwolanguagesintheprocessingofteaching,andmakeSseliminateanxietytolearnEnglish.(AwarenessoftheDifferencesandSimilaritiesbetweenNativeLanguageandtheTargetLanguagethedifferencesofthetwolanguagesaretheimportantpointinteaching)Teachersalsoshouldviewandhandlestudents'mistakescorrectly,anddon'tcorrectandcriticizetoomuchwhentheymakemistakesinordertoavoidstudentsnottousetargetlanguagetoexpressthemselves.Payattentiontoteachingmethods.HavingEnglish-ChineseBilingualExtensiveReadingExercises;EffectivelyUtilizingBilingualDictionariesStudents:Haveacorrectviewonlanguagetransfer.insteadofregardingnegativetransferasbarriersintheprocessoflearningEnglish,learnersshouldfullyrecognizeitandrealizethatitisanessentialstageandalearningstrategyintheprocessofEnglishlearning.Throughcontrastiveanalysisanderroranalysisonefindoutthecausesofmistakesandmakeeveryefforttoavoidorminimizenegativetransfer.Increasingtheamountoflanguageinput.learnersshouldbegivenalargeamountofforeignlanguageinput,readmore,listenmore,practicemoreandrecitemore，especiallytheoriginalEnglishmaterial,andlearnersshouldbeencouragedtocommunicatewitheachotherinEnglish,onlyinthiswaycanlearnersavoidorminimizetheinfluenceofnegativetransfer.Enhancetheimportofculturalbackground.Intheprocessofteaching,teachersshouldusethemethodofcontrastiveanalysis,andfindoutthedifferencesandsimilaritiesoftwolanguagesthroughthecomparisonofthem,especiallythecustomsandhistoricalbackground.EnhancethelearningofculturebackgroundofBritainandAmerica,onlyinthiswaycanhelplearnersacquireasecondlanguagefasterandbetter.TheinfluenceandinterferenceofMTisinevitable.Whatweshoulddoistounderstandtherootcause,thewaysandclassificationsofMTTransferandtohaveabetterviewofEnglishlearning.FossilizationAccordingtoKrashentherearefivereasonsforfossilization.Insufficientquantityofthetargetlanguageinput;Inappropriatequalityofthetargetlanguageinput;Theaffectivefilter;Thetargetlanguageoutputfilter;Theacquisitionofdeviantformsofthetargetlanguage.Accordingtomanyresearchers,fossilizationcan’tbeeliminate,butitcanbereducedtosomedegree.Teachers:FormulatingAppropriateTeachingStrategiesAttheinitialstage:teachersshouldletstudentsfocusonthelanguage.featuresofthetargetlanguageandemphasizeitsaccuracyandfluency.Attheadvancedstage,learnersbegintoleamtheadvancedgrammarandcomplexsentencestructure,soteachersshouldwarnstudentsnottousesomecommunicativeskillsortheirlearnedknowledgetoavoidorparaphrasetheirunfamiliarlanguage.HelpingStudentsformulateappropriatelearningstrategiesTeachersshouldpayspecialattentiontoleadstudentstoadoptthelearningstrategieswhicharesuitabletothepresentstageandhelpstudentsfindoutlearningstrategieswhicharerightforthem.Teachersshouldteachstudentshowtoleamandusedifferentlearningstrategieswiththechangeoflearningcontent.Moreover,teachersshouldexaminewhetherthelearningstrategiesadoptedbystudentsareeffectiveandmaketimelyadjustments.DirectingStudents'CommunicativeStrategiesTeachersshouldcultivatestudents'communicativecompetenceandmakestudentsadoptactiveandeffectivestrategiestosolvethedifficultiesinthecommunicationtoreducetheILfossilization.Inaddition,teachersshouldincreasemoreeffectiveandcorrectinputandguidestudentstoadoptthecorrectcommunicativestrategyandgraspthehigherlanguagecompetence,thusthefossilizationcan'tappearearly.ArousingStudents'IntrinsicLearningMotivationCultivatingStudents'Cross-cultureAwarenessCopingwithStudents'ErrorsCorrectly(givingeffectivefeedback)ImprovingTeachers'QualityStudents:Self-consciousnessoflanguagefossilizationReducingthenegativetransferofmothertongue(Accumulationofdeclarativeandproceduralknowledge;Increaseoflanguageoutput;ExposuretoTargetlanguageandTargetlanguageculture)Increasingthequalityandquantityofoptimalinput.AdoptionproperlearningstrategiesInterlanguageAllinall,teachersshouldkeepinmindthatinterlanguageisaprocesswhichisapproachingthetargetlanguagestepbystep.Duringthisprocessstudentsslowlyrevisetheinterimsystemstoaccommodatenewhypothesesaboutthetargetlanguagesystem.Teachersshouldpaymuchattentiontothestudiesofinterlanguagesoastotreatstudents’interlanguagefairlyandproperly,valuethetrainingoflearningstrategiesandprovidestudentswithmoreopportunitiesforcomprehensibleinputandoutputsothatlearners’interlanguagecoulddeveloprapidlytowardsthetargetlanguage.Learningstrategiesshouldbetaughtortrained;Positiveattitudetowardserrors;Inputandoutputshouldbebalancedinclass;Makefulluseofpositivetransfer.CriticalPeriodHypothesisPuttingEmphasisonPronunciationandListening;PayingAttenti