论汉语对我国高中英语教学的积极影响

论文摘要

在过去的几十年里,外语教学与研究偏重母语的干扰作用。一些外语教师和语言学家把外语学习不成功归咎为母语的运用。因此不少人提出在外语教学中应避免使用母语。然而,教学实践证明,母语知识和技能在外语学习中是很重要的促进因素。外语学习是个复杂的心理过程。根据二习得理论和作者的教学实践,本文以我国高中学生为研究对象,从语言学角度和心理学角度探讨汉语在英语学习中的积极作用。作者进行了三个实证研究。在汉语与英语学习关系的调查中,对象是两个中学的500个高中学生;为了比较汉语成绩与英语成绩的相互关系,作者随机收集了所在学校初二100位和高一年级的100位同学在2007—2008上学期期末考试汉语和英语成绩,然后通过皮尔逊相关系数公式,求得这两门成绩之间的相关系数;为了解英汉比较教学方法是否优于非比较法,高一年级两个班级的100位同学参与了教学实验。结果表明,汉语在培养学生英语定语从句的意识方面有积极的作用。但是在决定用哪个适当的关系代词或副词时,汉语的正面作用不明显。根据以上三个研究的结果,本文得出结论:在很多情况下,尤其是在汉语和英语有类似结构时,汉语发挥积极作用,当汉语和英语无相似结构时,汉语的积极影响不明显。因此,外语教学中应充分发挥母语的积极作用。

论文目录

• Chinese abstract
• Abstract
• Chinese synopsis
• Synopsis
• Chapter One Introduction
• 1.1 Background of the research
• 1.2 The purpose of the study
• 1.3 The layout of this paper
• Chapter Two Literature Review
• 2.1 Definitions of language transfer
• 2.2 Classification of language transfer
• 2.2.1 Negative transfer
• 2.2.2 Positive transfer
• 2.3 Researches on the influence of the native language
• 2.3.1 The first period
• 2.3.2 The second period
• 2.3.3 The third period
• 2.3.4 Related researches in China
• Chapter Three Positive Influence of Native Language on FLL
• 3.1 Unavoidable influence of native language on FLL
• 3.1.1 Distinction between FL and L2
• 3.1.2 Distinction between learning and acquisition
• 3.1.3 L1 Thinking and FLL
• 3.1.4 The nature of FLL
• 3.2 Theoretical basis of Chinese positive influence
• 3.2.1 Reappraisal of the native language interference
• 3.2.2 Language universal and the positive influence of L1
• 3.2.3 The active role of L1 in four strands of FLT
• 3.2.4 The best way to enrich the learner's linguistic knowledge
• 3.2.5 An important way of FLL
• 3.3 Summary
• Chapter Four Empirical studies on the positive influence
• 4.1 A survey on Chinese knowledge and English learning
• 4.2 Positive correlation between Chinese students' FLL and NLL
• 4.3 A case study on the positive influence in English teaching
• 4.3.1 Hypothesis
• 4.3.2 Subjects
• 4.3.3 Procedures
• 4.3.4 Explanation
• Chapter Five Implications on English Teaching and Learning
• 5.1 To decrease negative transfer and facilitate positive transfer
• 5.2 To decelerate anxiety and develop positive transfer
• 5.3 To cultivate English linguistic awareness
• Chapter Six Conclusion
• 6.1 Significance of the study
• 6.2 Limitations of the study
• 6.3 Suggestions for further study
• References
• Acknowledgement