分析语言迁移在初中英语教学中的应用

1、 分析语言迁移在初中英语教学中的应用 Acknowledgements I would like to express my gratitude to all those who helped me. A profound acknowledgement should be shown to my supervisor Ms. Yu Wenjing, during the process of thesis writing, who supplied me with reference materials of great value, who patiently read and revis

2、ed my draft for several times and who gave me kind encouragement, useful instruction and suggestions. Moreover, my special thanks should go to Prof. Li Qiang who taught me thesis writing and my friends who provided me useful information.Finally, Id like to give my sincere thanks to my parents and th

3、e teachers who taught me in my undergraduate study years.AbstractThis thesis is mainly to analysis the usage of language transfer in English teaching of junior middle school. The author believes that English learning in junior middle school is vital. It just likes to lay the foundations before build

4、ing a house. If the foundation is not hard enough, the building will easily collapse, which also show that the fundamentality is the biggest feature of English learning in junior middle school. However, the students of junior middle school especially the students who are grade one have no English fo

5、undation, they are easily influenced by their mother language (Chinese), and bring the knowledge and language structure of their mother language into the second language learning. That is language transfer. But language transfer was divided into positive transfer and negative transfer. The positive

6、transfer will promote the students to acquire the second language, and the negative transfer will block the students to learn English. Language transfer is unavoidable in English learning, thats why the English teachers need to give a correct guidance. If the English teachers can use the theory of l

7、anguage transfer properly, it will be very helpful in English teaching.Key words: language transfer; English teaching; junior middle school; positive transfer; negative transfer摘 要本文主要分析了语言迁移理论在初中英语教学中的应用。本人认为初中英语的学习至关重要，初中英语的学习就像是建造一所房子之前的打地基，如果地基打不牢，那么上面的建筑很容易就倒塌了，这也说明了初中英语学习最大的一个特点就是基础性。然而对于毫无基础的

8、初中学生尤其是初一年级的学生来说，他们往往会受自己母语（汉语）的影响，从而把自己的母语知识和语言结构套用进第二外（英语）的学习中去，这就形成了语言迁移现象，然而语言迁移有正迁移和负迁移，正迁移促进学生对英语的掌握，负迁移则阻碍学生对英语的学习。语言迁移在英语的学习中是不可避免的，这就需要英语教师在教学过程中正确的引导，合理使用语言迁移理论，对于英语教学来说是非常有帮助的。 关键词: 语言迁移；英语教学；初中；正迁移；负迁移Contents云南民族大学毕业论文(设计)原创性声明iAcknowledgementsiiAbstractiii摘 要iv1. Introduction11.1 Resea

9、rch background11.2 Aims and significance of the study12. The theory of language transfer32.1 The definition of language transfer32.2 The classification of language transfer32.2.1 Positive transfer and negative transfer33. English teaching situation of junior middle school53.1 The features of English

10、 teaching in junior middle school53.1.1 Model of English teaching53.1.2 The level of English teachers64. Analysis of the Language Transfer in English teaching of Junior Middle School84.1 Language transfer in English phonetics teaching84.1.1 The positive transfer in English phonetics teaching84.1.2 T

11、he negative transfer in English phonetics teaching94.2 Language transfer in English grammar teaching104.2.1 Positive transfer in grammar teaching114.2.2 Negative transfer in grammar teaching124.3 Language transfer in English reading teaching144.3.1 The positive transfer in English reading teaching14

12、4.3.2 The positive transfer in English reading teaching145. Conclusion16References17iv1. Introduction1.1 Research backgroundLanguage transfer is an eternal topic in linguistics. In the book Language Transfer and Second Language Acquisition-Review, Reflection and Research of Yu Liming (2004:1-3), he

13、mentioned that Long and Richards written the preface for Odlins book Language Transfer（1989）, they said “Language transfer is the central issue on applied linguistics, second language acquisition and language research, since at least one century”（Language transfer, 1989）. The word “Transfer” comes f

14、rom an important conception, “Learning Psychology”, at the earliest. According to the study of language transfer of Yu Liming (2004:1), the research of language transfer can be divided into three periods. The first period is from the 1950s to the early 1960s. In this period, the study of language tr

15、ansfer was thriving, and the theory of “Contrastive Analysis Hypothesis (Charles Fries, 1945)” was widely accepted. The second period is from the late 1960s to the 1970s. In this period the study of language transfer experienced its decline, and “Interlanguage Hypothesis (Selinker, 1969, 1972)” whic

16、h also called Learner Language replaced the theory of “Contrastive Analysis Hypothesis (Charles Fries, 1945)”. The third period starts in the middle and late 1980s, and the transfer study was revival.The theory of language transfer was studied by a lot of researchers who teach foreign language. We c

17、an see that the theory of language transfer is very helpful in foreign language teaching. The author believes that language transfer is very usual, and it is unavoidable, especially the students who study the foreign language from the very beginning, their mother language always has a great influenc

18、e in their learning of foreign language. So the author is trying to analyze the usage of language transfer in English teaching of junior middle school. 1.2 Aims and significance of the studyThe author studied how to teach junior English at Funing No.1 Middle School for nearly 4 months. During that t

19、ime the author has realized that language transfer has a great effect on English teaching. In China, the learning of English was paid high attention to, and the students have to learn English from primary school to college. At middle school, English was considered as one of the three basic subjects,

20、 and relatively speaking, its class hour is more than others. This shows that the status of English learning is very important. Besides, the reason why the class hour of English teaching is more than others is that learning English is very laborious for Chinese student, especially the students who j

21、ust learn English from the very beginning. Although the students have learned English from their third grade of primary school, they didnt enter the induction phase actually. Why dont make the students lay the English foundation from primary school? Because at the level of primary school, the studen

22、ts are building the foundation of their mother language (Chinese), if build the foundation of English at the same time, the students will easily confuse the two languages. As a result, the students will not master the basic knowledge both of Chinese and English. So the students study English foundat

23、ion at their junior middle school. At that time, the students who have laid the foundation of their mother language will be more efficient to be taught English than at primary school. Meanwhile, the students will easily bring the knowledge of Chinese into English learning and this is the native lang

24、uage transfer. Sometimes it will be helpful, but sometimes it blocks English teaching and learning. This thesis aims to analyze the positive influences and the negative influences of native language transfer in English teaching. To find out the positive transfer will not only improve efficiency in E

25、nglish teaching but also help students to learn English more easily. To find out the negative transfer can help English teachers to know well about the mistakes that the students are going to make or easily make, and to carry out the teaching activities on these mistakes, it can help the students to

26、 make fewer mistakes. 2. The theory of language transfer 2.1 The definition of language transferAccording to the book Language Transfer and Second Language Acquisition- Review, Refection and Research of Yu liming (2004, P3-4), this word Transfer is not the proper term of Language Transfer. Actually

27、its an important conception, psychology of learning. H.Ellis (1965) defined it as an assumption that the learning of task A will influence the learning of task B. On the basis of H.Elliss definition, James (1980) replaced the task A with the first language (L1), and the task B with the second langua

28、ge (L2), that is Language Transfer. Dechert and Raupach (1989) claimed that the transfer between known and unknown, old and new, linguistic and non-linguistic is fundamental to humans cognition. There were so many controversies about the definition of Language Transfer. However, Odlin in his book La

29、nguage Transfer (1989:27) gave Language Transfer a brief and precise definition, on the basis of summarizing the research of language transfer on the second language acquisition in decades: “Transfer is the influence resulting from the similarities and differences between the target language and any

30、 other language that has been previously acquired (and perhaps imperfectly acquired).” This definition was the best one that can cover the essence of language transfer as much as possible than other researchers.2.2 The classification of language transfer Odlin drew rational parts from the theory of

31、Cross-linguistic Influence that was claimed by Sharwood Smith (1986) and Kellerman (1987) according to Language Transfer and Second Language Acquisition- Review, Refection and Research (Yu liming, 2004, P4). He put forward that transfer not only reflected in the mistakes that learners take in the pr

32、ocess of learning the second language. That is the negative influence, and also called negative transfer. Transfer also reflected in the positive aspects. It will promote the learners to learning the second language and do not make mistakes. That is the positive influence and also called positive tr

33、ansfer.2.2.1 Positive transfer and negative transferAccording to the theory of common elements which came up with by a famous American psychologist, Language Transfer is usually divided into two kinds, one is the positive transfer, and the other is the negative transfer. We call it as positive trans

34、fer when the habits, patterns and rules of native language pay a role in promoting the acquisition of the second language or are good for forming the habits of the second language. On the contrary, when the habits, patterns and rules of native language pay a role in interfering with the acquisition

35、of the second language or block to form the habits of the second language, we call it as negative transfer.The linguistics of contrastive analysis, they believe that the differences between languages (the native language and the second language of learners) are largely decided the happening of langu

36、age transfer. It means that the larger the difference, the more likely that negative transfer will happen, and the smaller the differences, the more likely that the positive transfer will happen. So the process of the second language learning is the process of overcoming the negative transfer of nat

37、ive language in learning of the second language.3. English teaching situation of junior middle school3.1 The features of English teaching in junior middle schoolJunior middle school English is the introductory stage of learning, so basic is the biggest feature of English teaching in junior middle sc

38、hool. It has often been said that the hardest part is actually in the beginning. The author believes that English learning is also like that, but its vital to lay a solid English foundation for the further study. English is very difficult to learn for Chinese students, because it has no language env

39、ironment like our native language. Language learning relies on accumulating and this is about the matter of memorizing. Since there is no language environment, the English words, phrases, sentence patterns, and other grammars that the students have learned are hardly used in daily lives. As a result

40、, to memorize this knowledge for a long time is very difficult for the students. The students are very curious to English in seventh grade, at that time they have high motivation to study English and the English teaching is very efficient. However, as the further study, more and more words, phrases,

41、 sentence patterns need to memorize, part of the students couldnt keep up with all of these knowledge in eighth grade, and the gap between the students are gradually become wide. In third grade, the students who couldnt keep up with others will become worse in English learning and their motivation w

42、ill become lower and lower, also the gap between the students will become wider. 3.1.1 Model of English teachingWith the popularity of multimedia teaching equipment in the field of education，the way of English teaching has changed a lot. English teaching can hardly carry out without multimedia teach

43、ing equipment. Multimedia technology combines images, sounds, animations and so on, which can show the teaching content to the students in a way that is more accessible. By using multimedia teaching equipment, English teachers can attract the attention of students and heighten their interest in Engl

44、ish leaning and can also create more teaching situations. English teaching of junior middle school gives priority to situational context teaching. In the process of English teaching, teachers make the best of the teaching facilities to introduce or create a large number of teaching situation biased

45、on the overall goal of English course, teaching contents and the actual situation of the students. By using multimedia to teach can activate the language that was touched.The author takes the second unit at the first volume of English textbook for the seventh grade students as a case. The title of t

46、his unit is This is my sister, the topic is to introduce each family members, and the key words are the salutation of kinsfolk. While teaching this unit, the teacher shows a family photo which comes from the TV play whose name is Family with Sons and Daughters. This TV play was best known by the stu

47、dents, and they also know clearly about the relationships between roles in this photo. It not only helps the students to develop an interest in this topic, but also bring the teaching of key words and sentence patterns into a real-life situation. The teacher asks the students to pretend themselves a

48、s one of the family numbers and use the sentence pattern this is my xxx to introduce the family numbers to the whole class. It helps the students to understand and memorize the teaching content profoundly and it also emphasis on practical application of English as a language.Group cooperative learni

49、ng is wildly practiced in the English teaching of junior middle school. The students will be divided into several groups, in accordance with their learning situations. On the one hand, the number of students in one class is overmuch, and the English teacher couldnt take into account every students a

50、cceptance. Its a good way to let the good learners help the students who have trouble in learning English. On the other hand, it can facilitate the competitiveness of English learning. The competition between groups will promote the learning of English, in a great degree.3.1.2 The level of English t

51、eachersThe author uses Funing No.1 Middle as a case. In junior department, there are twelve classes and seven English teachers, all of them are female. In these seven English teachers, three teachers are elder. These seven teachers are mostly native people. Funning County is located in Chinas interi

52、or area with the minority groups, and the accent of the natives is heavy, including the English teachers. It leads to some wrong pronunciations and as a result, the students will learned something wrong. For instance, I found even some English teachers cannot pronounce the word “name” correctly, the

53、y pronounce it as / nm /, but the correct pronunciation is /nem/. So the students are read it as / nm /. 4. Analysis of the Language Transfer in English teaching of Junior Middle School4.1 Language transfer in English phonetics teachingThe goal of junior middle school for English pronunciation teach

54、ing is to make the students can pronounce the words correctly by themselves, thats why the teaching of phonetic symbols is very important and necessary. The students have learned Chinese phonetic alphabet at their primary school, and Chinese phonetic alphabet is developed from the International Phon

55、etic Alphabet. So they have a lot in common, if teachers can use this feature to teach English phonetic symbols, it will be very helpful to the students to acquire it faster and more effectively. However its worth noting that the students will easily make mistakes in English phonetic symbols learnin

56、g, because they were badly influenced by Chinese phonetic alphabet.4.1.1 The positive transfer in English phonetics teachingThe author believes that the learning of IPA (International Phonetic Alphabet) for the students is not so difficult, because Chinese syllable and IPA have a lot in common. And

57、this will promote the positive transfer of native language. When teaching IPA, the teachers always contrast it with Chinese syllable, and show the similarities and differences to the students. On the psychological level, the similarities will help the students are not afraid to learn new knowledge,

58、and they will feel its easier to learn IPA than they ever had imagined, as a result they have confidence to learn it. On the other hand, the differences between Chinese syllable and IPA will make the students confused, for the beginner，its hard to understand how to pronounce the phonemes of IPA correctly and immediately without the help of Chinese syllable. So it necessary to use Chinese syllable to help the students to understand and imitate the pronunciation, and after constant practice, finally they will pronounce it in a correct way.Accord