教育硕士专业学位论文-母语的正迁移对小学低年级英语教学的促进机制研究.pdf

逢穿售可耗大学教育硕士专业学位论文AStudyonPromotingMechanismofMotherTongueSPositiveTransfertoElementaryGradesEnglishTeachingandLearning母语的正迁移对小学低年级英语教学的促进机制研究2010年5月AStudyonPromotingMechanismofMotherTongueSPositiveTransfertoElementaryGradesEnglishTeachingandLearningWWuDengyanAThesistediUPartialFulfillmentoftheRequirementsFortheDegreeofMASTEROFARTSSchoolofForeignLanguagesLIAONINGNORMALUNIVERSITY2010学位论文独创性声明本人承诺：所呈交的学位论文是本人在导师指导下所取得的研究成果。论文中除特别加以标注和致谢的地方外，不包含他人和其他机构已经撰写或发表过的研究成果，其他同志的研究成果对本人的启示和所提供的帮助，均已在论文中做了明确的声明并表示谢意。学位论文作者签名：学位论文版权的使用授权书本学位论文作者完全了解辽宁师范大学有关保留、使用学位论文的规定，及学校有权保留并向国家有关部门或机构送交复印件或磁盘，允许论文被查阅和借阅。本文授权辽宁师范大学，可以将学位论文的全部或部分内容编入有关数据库并进行检索，可以采用影印、缩印或扫描等复制手段保存、汇编学位论文，并且本人电子文档的内容和纸质论文的内容相致。保密的学位论文在解密后使用本授权书。学位论文作者签名：喜咝指导教师签名：签名日期：山矽年j1日辽宁师范大学硕士学位论文摘要在中国的国际地位日益提升的今天，作为中国人，我们更要学好英语。我国于2001年全国性小学开设英语，近几年来，困扰一线教师的问题是母语的作用；何时使用母语有效；以及如何利用母语正迁移形成教学策略促进英语教学。本研究定位在母语正迁移的作用和深受大多数学生和教师所喜爱的有效英语教学策略的研究上。在小学英语教学初级阶段中，母语正迁移的作用是显而易见的。首先，母语与英语“讲、练、做的课堂活动密不可分，起着弥补、促进和辅助的作用。母语是桥梁，英语是目标，教师则是带领学生穿过桥梁，通向目标的领路人。其次，教师要坚持“母语的正迁移和“二语习得”理论，研究“儿童认知发展的特点，探究母语促进教学的策略，创造“二语习得”条件，也就是教师们在英语教学中能动地生产有效的母语正迁移策略：直接拼读法、文化渗透法、谚语介入法、童谣儿歌法、角色扮演法、生动游戏法；并且在教学中恰当地使用这些有效的母语正迁移策略：使得学生们在不断地实践中获得能力，从而掌握英语这个语言工具。本研究以问卷调查、访谈、个案分析方式进行的。首先，分别对青华小学二年四班46名学生和钢都小学三年六班55名学生进行问卷调查，其次，又对钢都小学12位英语老师和青华小学8位英语教师做访谈，确认母语正迁移的作用、学生们喜爱的教学形式及有效的教学策略，并且把这些产生出来的学习策略运用到鞍山市219小学四年级1、2班进行为期一个学期的对比实验中。实验结果证明：实验班级三次测试成绩明显高于对比班级的成绩，实验中的那些母语正迁移教学策略是非常有效的，教师乐用，学生乐学，在和谐的教学氛围中，增长知识，锻炼能力，获得快乐。研究者在不断地进行小学英语教学探讨实践中，深挖理论基础，结合母语正迁移的理论得出结论：直接拼读法、文化渗透法、谚语介入法；结合二语习得理论得出结论：角色扮演法；结合儿童认知理论得出结论：童谣儿歌法、生动游戏法。关键词：母语正迁移：促进机制：小学英语：策略AStudyonPromotingMechanimaofMotherTongueSPositiveTransfertoElementaryGradesEnglishTcachillgandAbstractWhenChinaSstatusintheworldiSpromotingnowweChinesemustlearnEnglishmuchbetterthanbeforeEnglishcourseisofferedatprimaryschoolnationwideinChinain2001RecentlytheproblemthatpuzzledEnglishteachersismothertongueSfunction；whentousemothertongueeffectivelyandhowtokeepeffectivestrategiespromotingEnglishteachingandlearningthroughmothertongueThisresearchconcernsmothertongueSpositivetransferSfunctionsomeeffectiveEnglishteachinglearningstrategiesandteachingwaysenjoyedbymostoftheteachersandthestudentsDuringtheelementarygradesEnglishteachingandlearninginprimaryschool，itisobviousthatmothertonguehasapositiveeffectonthestudentslearningandtheteachersteachingFirstmothertongueisconnectedtoEnglishteach-practicedoclassroomactivitiescloselyItactsonthepromoting，remedyassistingroleofitMothertongueactsasabridge，EnglishasatargetItistheteacherswhogetthestudentsthroughthebridgetOthetargetTeachersshouldpersistin“MotherTongueSPositiveTransferTheoryand“ForeignLanguageAcquisitionTheory；researchthespecialtiesof“ChildrenCognitiveDevelopmentTheory”；exploremothertonguepromotingteaching-learningstrategiesandopportunitiesofforeignlanguageacquisitionareofferedThatistOsaytheteachersproducedirect-read-wordwayculturepermeatingwayproverbswaychants，roleplayandgamesstrategiesandputthemintouseinclassactivelyThestudentsacquiretheabilitiesbyusingEnglishandmasterthetoolofEnglishThesofquestionnaire，interviewandacasestudyareadoptedinthisthesis，surveying55pupilsinClassSixGradeThree12EnglishteachersinGangduPrimarySchooland46pupilsinClassFourGradeTwo8EnglishteachersinQinghuaPrimarySch001AnexperimentisgivenonthestudentsinClassOneandClassTwoinGradeFourinNo219PrimarySchoolinAnshan，LiaoningProvinceusingthosestrategiesThemarksofthreetestsintheexperimentalclasspresentedaremuchbetterthanthoseofthethreetestsinthecontrolclassThefinalresultoftheresearchindicatesthoseEnglishteachinglearningstrategieswhichmanyteacherswouldliketouseinEnglishclassandlotsofstudentswouldliketoleamarethemosteffectiveofa11Usingtheminandoutofclass，thestudentsachieveSuccessinacquiringknowledgeandtrainingabilitiesTheygetmuchjoyinharmonyenvironmentTheresearcherexcavatesPositiveTransferofMotherTongueTheoryanddrawsaconclusion：direct-readwordway；culturepermeatingway；proverbswayexcavates“FLAcquisitionTheoryanddrawsaconclusion：roleplayexcavates“ChildrenSIntellectualDevelopmentTheory”anddrawsaconclusion：chantsandgamesstrategiesKeywords：mothertongueSpositivetransfer；promotingmechanism；primaryEnglish；strategiesII辽宁师范大学硕士学位论文目录摘要IAbstract11Chapter1Introductionl11BackgroundInationl127nleSignificanceofStudy1130rganizationoftheThesis，2Chapter2LiteratureReview421ComprehensibleOutputinSecondLanguageAcquisition“4211ComprehensibleHypothesis4212ComprehensibleOutputHypothesis422TransferTheory5221PositiveTransferofMotherTongue52。22StudiesofTransferinFLAcquisition6223LanguageTransferinLanguageLearning：CommonUnderlyingProficiencyTheory723C11ildrenSCognitiveDevelopment8231CKldrenSIntellectualDevelopment8232SocialCognitiveDevelopment“10Chapter3ResearchDesignandologyll31ResearchDesign12311Questionnaire-12312AnInterviewlO313ACaseStudyl832Experiment20321Subject20322instrument20323Procedures”2lChapter4DataAnalysis”ZZ417IheAnalysisoftheData2242TheSummaryforthestudy2543Implicationofthestudy25Chapter5Conclusionz)51MajorFindings2652LimitationsandSuggestionsforFurtherStudy26References”z芍AppendixAAQuestionnaire3UAppendixBAnInterview32AppendixCACaseStudy33AppendixDLearnEnglishGrammarbyProverbs35AppendixEChantSFunction37lAStudyorlPromotingMechanismofMotherTonglleSPositiveTransfertOElementaryGradesEnglishTeachingandLearningAppendixFResetoftheExperiment40Acknowledgements42IV辽宁师范大学硕士学位论文Chapter1Introduction11BackgroundInationEnglishasallofficiallanguageofabout60countriesandplayingmajorrolesin20othercountries，hasbecomeaninternationallanguageTherefore，EnglishlanguagehasthemostlearnersinprimaryschoolsasaforeignlanguagethananyotherlanguageintheworldTeachingEnglishasaforeignlanguageinprimaryschoolisaworldtrend、析也thedevelopmentofglobalizationManycountriesintheworldhaverealizedtheimportanceofintroducingforeignlanguagecoursetoprimaryschoolsandtakemeasurestofacilitatesuchadevelopmentAsChinaSstatusintheworldfinancecrisisispromoting，theworldfocusonChinaSdevelopmentChinaisactingonthemoreandmoreimportantroleintheworldSfinancecrisisTheinternationalfinancialsituationischangeableandpoliticalstruggleiscomplicatedChinaoftenattendsimportantbusinessandpoliticalactivitiesintheworldChinesehaveunprecedenteddutytolearnEnglishwellSincethefallof2001EnglishcourseisofferedatprimarylevelnationwideinChinaTheChinesegovernmenthasmadegreatereffortstoimprovetheconditionandincreasefinancialinvestmentItisntsuitableforprimaryschooltoofferEnglishcourse(BaoTianren2004)IthasashorthistoryanditSinexperienced，SOprimaryschoolEnglishteachinginChinaiSstillinexplorationfacingmanychallengesThoseteacherswhoareyoungandunspecializedinEnglishknowfewstrategieswhichCanconductteachingbetterThequantitiesandqualitiesofEnglishteachers，howeverCannotmeettheneedsofprimaryschoolEnglishteachingThatistOsayobviouslyweareeagertoneedmoreteacherswhoknowtherelevanttheoriesandeffectivestrategiestohelpteachingandlearninginprimarysch001DuringvisitingtheEnglishcourses，itisoftenseenthatEnglishcourseisgivenwithoutaChinesewordButwhataboutthestudentsfeelingSometimestheycalltunderstandwhattheteacherSinstructionsmeanTlleyfeelWOrriedandnleyarefrustratedOnthecontrarywhilespeakingChineseduringthewholeclass，studentsfeelcomfortableandtheyunderstandtheteachercompletelyButitisnouseofstudentsEnglishlisteningabilityItseemsthattheyresellingtheforeignmedicinewithChinesesignsTeachersarepuzzledaboutthefollowingquestions1DoesmothertongueaffectEnglishteachinglearninginprimaryschoolverymuch2WhenisChineseusedappropriatelyintheclassroom3HowdomothertongueSstrategiespromoteEnglishteachingandlearninginprimaryschOO】12SignificanceoftheStudyAsaresearcherforaboutfouryears，theauthorvisitSOmanyEnglishlessonsand-l-AStudyonPromotingMechanismofMotherIongueSPositiveTransfertoElementaryGradesEnglishTeachingandLearningteachersSheknowstheirproblemsintheteachingandlearningEnglishandtriestohelpthemoutofitAsfortheEnglishprimaryschoolteachers，thisstudyisnodoubthelpfulandusefulIthelpsteacherssolvetheproblemsHowevertheteachersmakesureofMotherTongueSPositiveTransferTheoryandexpandtheapplicationinelementarygradesinlearningEnglishMothertongueismoreusefulthananyotherperiodoflearningEnglishinprimarysch001InspiteofmanystrategieswhichteachersusedinPrimarySchool，theyarestillenjoyingthesemothertongueSpositivetransferstrategiesTheycallthemshort-waystolearnEnglishwellTllisstudymakescontributiontoimprovingEnglishteachingandlearninginprimarysch001ItsimportanttouseEnglishintheclassroomButmothertonguealsoplaysaveryimportantroleofEnglishteachingandlearning，aSfollows：FirstwhenteachersgiveEnglishcourse，explainthecomextwhenteachingthephoneticspartsofwaysandteachingabstractandnotfamiliarwords，newwordstobehardtounderstand，extendingelementarygrammarcontrastingandpermeatingthedifferentculturesSecond，organizeclassactivities，saythecompetitionrulesandactonroleplayclassmanagementnlird，dotheuations，classinstantuation，dowi血thercises，introduceandsumupthelearningwaysAsateacherpayingattentiontothepuzzledcondition，researchingandanalyzingrelevanttheoriesSomestrategiesareprovidedtosolvetheproblems删leteachingandlearning，teachersrealized也echaracteristicsofchildrenInthemeantime，theymaycometoputmuchvalueontheexplanatorypowerofchildrenScognitivedevelopmentandlanguageacquisitiontheoriesAsaprimaryschoolEnglishteachertheyneedtopossessspecialqualities，inadditiontolanguagecompetenceandteachingcapabilitiesTheyneedtounderstandhowchildren也inkandlearnTheyneedtocareforthewholechildinsteadofjustcaringforthelanguagethattheyareteachingThatistosayagoodprimaryschoolEnglishteacherneedtodevelopcompetenceinatleastthreeareas：theEnglishlanguage，theunderstandingofchildren，andthetechniquesandsforteachingEnglishchildrenknowingthelanguageandknowinghowtocommunicatewiththelanguageareessentialtoallEnglishteacherUnderstandinghowchildrenthinkandlearnisthekeytoundertakeprimaryeducationWecallTechniquesandsforteachingEnglishtochildrentheeffectivestrategiesTheyarenecessaryskillsforaprimarysch001EnglishteacherandtheyCanbetrainedanddeveloped13OrganizationoftheThesisThethesisconsistsoffivechaptersChapterOneisailintroductionofthebackgroundofthestudyitssignificanceandtheorganizationofthethesisChapterTwomakesaliteraturereviewofmothertongueSpositivetransfertoEnglishteachingandlearninginprimarysch001FLAcquisitionTheoryandChildrenSCognitiveDevelopmentTheoryarealsointroducedinthispartInChapterThree，theauthormakesanempiricalresearchonfourways：Aquestionnaire，allinterviewacasestudyandexperimentofresearchdesignInChapterFoursomeeffectivestrategieswillbeputforward，andimplicationofthestudyisdiscussedChapterFiveisaconclusionTheauthortalksaboutthemajorfindings，limitationsandsuggestionsofthisstudywillbepointedoutAStudyOnPromotingMechanismofMother姗e!SPositiveTransfertoElementaryGradesEnglishTeachingandLearningChapter2LiteratureReview21ComprehensibleOutputinSecondLanguageAcquisitionflanguageteachersareconcernedaboutisperhapshowtouseteachingstrategiesefficientlyandhowtohelplearnerstolearnthetargetlanguagesuccessfully乃emostimportantthingiSthatwhattheteachersshouldtothestudentsandhowthestudentsoutputwhattheylearnInthispartKrashenScomprehensibleandSwainSComprehensibleoutputwinbeaddressedandresearchesonthesewiUbediscussed211ComprehensibleHypothesis功oHypothesisbyKrashen(1982)describestheprocessofacquisition。乃Pm。aportantconditionoflanguageacquisitiontooccuristhattheacquirerunderstand(viahearingorreading)languagethatcontainsstructureabitbeyondhisorherCurrentlevelofCompetenceIfallacquireriSatstageoflevelitheheorsheunderstandsshouldcontaini+1(Krashen1981)thatiSwhattheComprehensiblemeansKrashenSideaisallattempttoexplainhowalearneracquiresasecondlanguage，notleamsInotherwords，thelanguagewhichlearnersareexposedtOshouldbejustfarenoughbegoodtheirCurrentCompetencethattheyCanunderstandmostofitbutstillischallengedtOmakeprocessHebelievesthatalearnerimprovesandprogressesalonganaturalorderwhenreceivingthatisonestepbeyondthelearnerScurrentstageoflinguisticcompetence，claimingthatComprehensibleisnotonlynecessarybutalsosufficientforsuccessfullysecondlanguageacquisitionKrashenfurtherclaimsthatthebestacquisitionwilloccurinenvironmentwhereanxietyislowanddefensivenessabsentorinKrashenSterms，incontextswherethe“affectivefilterislowAsEnglishistaughtintheclassroominPrimarySchoolwithoutasinglewordofChinese，studentsCantunderstandtheteachercompletelyTheyfeelanxiousandunconfidentTheydefenseteachingTheyarenotinterestedinEnglishcourseandtheteacher212ComprehensibleOutputHypothesisSwainScomprehensibleoutputHypothesis(1985)maintainsthatthedevelopmentofalearnerScommunicativecompetencedoesnotmerelydependofcomprehensible：thelearnerSoutputhasallindependentandindispensableroletoplaySwain(1985)ulatesanaltemativehypothesis，whichshecallsthecomprehensibleoutputHypothesis，whichclaimsthatlanguageisacquiredwhenweproduceit，failtocommunicateourmeaning，andthentryagain，eventuallysucceedingincommunicatingbyusingathatiscorrectAndshesuggeststhatopportunitiestoproducelanguageareimportantforacquisition刀陀conclusioniSreachedbySchmidt(1986)whocarriesoutacasestudyofhisownexperienceslearningPortugueseinBrazilHefmdsthatalinstructionplusopportunitiestocommunicationoutofclassarebothnecessaryforacquisitionTherefore，inthePrimaryEnglishclass，theteachersshouldreasonablyarrangeL辽宁师范大学硕士学位论文classroomactivitieswiththeChineseinstructionsforapplicationTheteachershouldaskstudentstodiscussinChineseItSeasytOproducethelanguageideasincommunicativesituationsTheteachersshoulddesignsomeactivitiesforthelearnerstoactivelyusethelanguageandthetasksshouldinvolvethelearnersusingthelanguageinacooperativewayinwhichthestudentsmayfailtoproducethelanguagetheyhavejustlearntatthistime，theteachersshouldencouragethestudentsandgivethemanotheropportunityto乜yagai玛eventuallysucceedingincommunicatingbyusingathatiscorrectAfterthatwecallsaytllatthestudentshaveacquiredwhattheyhavelearntHoweverA11oftheseactivitiesarearrangedbyteacherandstudentsinmothertongueInthiswaytheyareabletodesignthedetailsandcommunicateeachotherverywell，SOastoachievetheaimofcommunication22TransferTheoryTransferiSaneutralwordinoriginandnatureLinguistictransferakindoftransferiSacontroversialprobleminlanguageteachingandlearningThestudyaboutitdatesbackto1940sFromthattimelanguagetransferhasbeenamajorandheattopicManylinguistsarediscussingtheroleoflanguagetransferanditsimportanceAnditseemsthatlanguagetransferhasbecomethemostimportantfactorthatinfluencesFLlearningTherehasbeenconsiderableprogressinstudyingtransfertheoryItSbelievedthatFLacquisitionisinfluencedbythelearnersmothertonguestronglyWhenlearnersstudysecondlanguage，theywillusetheirnativelanguageunconsciouslyBeforeleamingsecondlanguage，thelearnershavelearnttheirmothertongueanyyearsandalmostedasystem，whichwillrootintheirmindsforeverandaffecttheirlearningotherlanguageThisisknownaslanguagetransferDefiningthetermtransferinFLacquisitionisalwaysacomplexproblembecauseforthelongtermtheusageoflanguagetransferhasledtodifferentideasItisaresultofhabitationTheerresearchershowsthattransferistheinfluenceresultingfromthesimilaritiesanddifferencesbetweenthetargetlanguageandanyotherlanguagethathasbeenpreviouslyacquiredThelateronedefinestransferaStheprocessbywhichL2Learnersactiveknowledgeindevelopingorusingtheirinter-language(1inguisticsystembetweenLlandL2)andpointsoutthattheprocessmayeithersupport(positivetransfer)ordetract(negativetransfer)fromlearningInpractice，languagetransferhasattractedpeopleofdifferentacademicbackgroundsandledresearcherstodifferentinterpretationsanddefinitionsoftheterm221PositiveTransferofMotherTongueLanguagetransferincludespositivetransferandnegativetransferItisassumedthatwhennativelanguageandFLhavesomesimilarities，transferwilloccurandhelplearnerstolearnthesecondlanguageOntheotherhandifmothertongueandFLhavetOOmany5AstudyonPromotingMechanismofMotherTonguesPositiveTransfertoElementaryGradesEnglishTeachingand一一一兰!竺璺堑!墨differences，negativetransferwillhappenandbecomeabarriertolearnthesecondlanguageWhentalkingabouttheinfluenceofmotherlanguageintlleFLlearningWeadmittherearenegativetransferswhich、衍llhindertheacquisitionofinationorskillsrelatedtotheFLlearningAccordingtothetransfertheoryinationorskillsrelatedtoonestopiccallsometimeseitherhelporhindertheacquisitionofinationtoskillsrelatedtoanothertopicWemaynaturallycometoaconclusionthatpositivetransferofnativelanguagecallhelponetolearnFLwellandthatnegativetransferofmothertongueinterferencewillpreventonefrommasteringthelanguagesmeansthatinordertolearnFLwellweshouldtakeadvantageofpositivetransferandatthesametimetryourbesttoavoidnegativetransferWhenlearningfromonesituationassistslearninginanotherthisreferredtopositivetransferThepositivetransferiSmostlikelytooccurwhenthelearnerrecognizecommonfeaturesamongconceptsprinciples，orskiUs，andseesthueofusingwhatiSonesituationinanotherwhenthetheoryisappliedtolanguagelear