On the Application of Mother Tongue in English Class母語在英語教學(xué)中的作用

1、畢業(yè)論文題目名稱： 母語在英語教學(xué)中的作用 學(xué)生姓名： 院 (系)： 專業(yè)班級： 指導(dǎo)教師： 評閱教師： 時 間： xxxxxxxx大學(xué)論文名字題目 學(xué)生姓名院系班級07汽檢四（3）班指導(dǎo)教師檢查學(xué)生畢業(yè)設(shè)計(jì)內(nèi) 容摘要有 無目錄有 無正文 完成 未完成參考文獻(xiàn)有 無畢業(yè)論文期間考勤情況有無曠課有 無指導(dǎo)教師評語（根據(jù)學(xué)生畢業(yè)論文質(zhì)量按優(yōu)秀、良好、中等、及格、不及格評定成績及給出評定成績的依據(jù)）：指導(dǎo)教師簽名： 所在系：成績： 年 月 日on the application of mother tongue in english classa thesispresented to the sch

2、ool of foreign languages by in impartial fulfillment of the requirementsfor the degree ofbachelor of arts with honors may 2010thesis supervisor: associate professor 論文裝訂目錄中文摘要.i英文摘要.ii正文目錄. iv正文.1參考文獻(xiàn).22致謝.24課題審核表.i任務(wù)書.ii開題報告.iv文獻(xiàn)翻譯（原文）. xi文獻(xiàn)翻譯（譯文）.xv指導(dǎo)教師評語.ix評閱教師評語.xx答辯記錄.xxi摘 要改革開放以來，我國的英語教育有了長足的發(fā)

3、展，學(xué)生的英語水平也有了明顯提高。同時，社會對大學(xué)畢業(yè)生的英語能力也有了更高的要求。這些要求迫使英語教學(xué)隨之改革。其中，在英語教學(xué)中該不該運(yùn)用母語成為了教師與學(xué)習(xí)者共同關(guān)注的重要問題。很多學(xué)校開始實(shí)行全英語教學(xué)，避免使用母語。這一方法在一定程度上提高了學(xué)生對英語的應(yīng)用能力，被許多英語教師和學(xué)習(xí)者認(rèn)可并采用。但其同時對學(xué)生英語水平的提高也起著負(fù)面的影響，不利于教師與學(xué)生之間的交流。在英語教學(xué)中，對某些詞匯或概念的教學(xué)，采用英語講解時學(xué)生不能夠充分地理解，在這種情況下，如果能利用母語進(jìn)行解釋，那么學(xué)生就能對所學(xué)的知識更好的理解與接受。當(dāng)然，在英語教學(xué)中母語的使用應(yīng)該適可而止，不能濫用。因?yàn)橛⒄Z教學(xué)

4、的目的是培養(yǎng)學(xué)生應(yīng)用外語的能力，如果在英語教學(xué)中過分的使用母語，學(xué)生在有限的課時內(nèi)接觸英語的機(jī)會就相應(yīng)的減少了，這樣就會不利于達(dá)到英語教學(xué)的目的。因此，如何恰當(dāng)?shù)卦谟⒄Z課堂利用母語漢語就成為值得探討的話題。這里，本文以母語正遷移的理論作為理論依據(jù),研究了母語在英語課堂中運(yùn)用的現(xiàn)狀，分析了母語在在英語課堂中的必要性和具體要求，并歸納出一系列可行的教學(xué)策略，充分發(fā)揮母語的正遷移作用，同時克服母語對于英語學(xué)習(xí)產(chǎn)生的負(fù)面影響，從而提高英語課堂的教學(xué)質(zhì)量和效果。關(guān)鍵詞： 英語教學(xué)；母語；語言遷移；教學(xué)策略 abstract with the rapid development of the englis

5、h education since the reform and open, the learners english level has obviously improved. at the same time, the society also increased the requirement to the english ability of the university graduates. therefore, english teaching methods have to be faced with reform because of the high requirement.

6、 among the controversial teaching methods, whether to use mother tongue in the class become to an important question to both of the teachers and the learners. a lot of schools begin to carry out “english immersion approach” which abandons mother tongue completely in the class. though this teaching m

7、ethod helps to improve the learners english ability and has been adopted and accepted by many teachers and learners, it also has the negative effects that against the communication between teachers and students. during english teaching, there may be some vocabulary or concepts that can not be fully

8、understood when explained in english only. in this case, the use of mother tongue can help the students understand and accept the knowledge better. however, enough is enough, excessive use of mother tongue is not reasonable, for the goal of english teaching is to cultivate students english ability,

9、but excessive use of mother tongue will decrease the students chance to get touch with english and make against achieve the goal of english teaching. therefore, how to use mother tongue well/properly becomes to a problem that worthy of discussion. based on the theory of positive transfer of language

10、, this paper studies in current situation of mother tongue using in english class, and analyses the reasons and the specific requirements of using mother tongue in english class. in addition, this paper also concludes a series of practical teaching strategy to make good use of the positive transfer

11、of mother tongue, and overcome the negative transfer to the english learning at the same time, so that to improve the quality and the result of english class.key words: english teaching; mother tongue；language transfer；teaching strategycontentsabstract (chinese) .iabstract (english).iii. introductio

12、n.1ii. literature review.32.1 related studies on mother tongue usage in english class.32.2 theoretical background. 42.3 situation of mother tongue usage in english class.5iii.application of mother tongue in english class.73.1 reasons for using mother tongue in english class.7 3.1.1 providing a quick

13、 and accurate translation for the learners.7 3.1.2 helping the teachers to check the teaching concepts and establish the general rules for the class. .7 3.1.3 the security of learning vocabulary.83.2 requirements for well/properly using mother tongue.8 3.2.1 using more flexible methods to help the s

14、tudents say more.8 3.2.2 providing the students with comprehensible input and more chancesto communicate with each other.8 3.2.3 providing more language materials to enrich the students knowledge.93.3 ways for application of mother tongue in english class 10 3.3.1 using mother tongue to facilitate t

15、eacher-student communication.10 3.3.2 using mother tongue to facilitate teacher-student rapport11 3.3.3 using mother tongue to facilitate learning of the target language.12iv. strategies in mother tongue using in english class.144.1 the creation of mother tongue teaching environment .144.1.1 the cre

16、ation of campus environment.144.1.2 some defects of the interaction theory144.2 innovate traditional english classroom teaching.164.2.1 the filtration and combination of teaching contents.164.2.2 the changes of traditional teaching organization.174.2.3 the usage of the new teaching methods.18v. conc

17、lusion.20vibibliography.22acknowledgements24i. introduction with the rapid development of the global economy in recent years, more and more fields of a country such as, economy, education and politics have been in contact with other countries. as a result, english has been the most frequently used l

18、anguage in the word because of the procession of the history and it has been the international language in the world. english teaching has a long history of more than 100 years in china. after the founding of the peoples republic of china, especially since the practice of the policy of reformation a

19、nd opening, many western schools of teaching methodology have been introduced to china together with the introduction of advanced western science and technology. among the english teaching methods, whether to use the mother tongue in the class become to a controversial issue to both of the teachers

20、and the learners. however, the mother tongue influences can be easily traced in all aspects of second language learners inter-language. foreign language teaching proceeds when the learner already masters his mother tongue. therefore, both in the foreign language teaching theory and in the foreign la

21、nguage teaching practice, the influence of the learners mother tongue is an unavoidable factor. a lot of schools begin to carry out “english immersion approach” which abandons mother tongue completely in the class. though this teaching method helps to improve the learners english ability and has bee

22、n adopted and accepted by many teachers and learners, it also has the negative effects that against the communication between teachers and students. during english teaching, there may be some vocabulary or concepts that can not be fully understood when explained in english only. in this case, the us

23、e of mother tongue can help the students understand and accept the knowledge better. however, enough is enough, excessive use of mother tongue is not reasonable, for the goal of english teaching is to cultivate students english ability, but excessive use of mother tongue will decrease the students c

24、hance to get touch with english and make against achieve the goal of english teaching. as a result, to use mother tongue well/properly, the study of the application of mother tongue in english class is necessary.so that the aims of this paper is to study the relationship between mother tongue and se

25、cond language acquisition and find some way to improve the quality and the result of english class. based on the theory of positive transfer of language, the study and analysis in this paper show that mother tongue plays a positive role in second language acquisition and is an important factor to pr

26、omote second language acquisition. at the same tome, this paper also studies in current situation of mother tongue using in english class, and analyses the reasons and the specific requirements of using mother tongue in english class also concludes a series of practical teaching strategy to make goo

27、d use of the positive transfer of mother tongue. for example, to create a mother tongue teaching environment, include the creation of campus environment and the infiltration of the english activities after class to encourage the students continuously to spur them speak english without fear and speak

28、 more; or to innovate the traditional english classroom teaching methods to increase learners interest and efficiency in english class. for this reason, the quality and the result of english class can be obviously improved. .literature review 2.1 related studies on mother tongue using in english cla

29、ssthe role mother tongue plays in the second language acquisition has been a disputative field in academic circles and it has become a branch of second language acquisition. there has been considerable progress in the study of transfer during the last hundred or so years, especially during the years

30、 since world war .within the last few years, however, the importance of language transfer has been ebbed and flowed. in the 1950s,it was seen very important in sla(second language acquisition)when lados contrastive analysis hypothesis dominated the field(yu liming,45).with the popularity of chomskya

31、n universal grammar which denied the existence of transfer phenomena, the researchers interest in language transfer has declined since the 1960s(hou xinchao,122.)however, the development of the interlanguage theory and flourishing of psycholinguistics has finally recognized the significance of the r

32、ole of the first language in sla (diao jitian, 34). in teaching monolingual classes (93), atkinson suggests a careful, limited use of l1 to help students get the maximum benefit from activities which in other respects will be carried out in the target language. the mother tongue may be useful in the

33、 procedural stages of a class.beyond these basically managerial functions of l1, atkinson also suggests using the l1 for translation as a teaching technique. from my research with teachers, the overall rationale for this procedural use of l1 is that it is necessary to keep the lesson from slowing do

34、wn or because things just cant be done any other way. auerbach(19) also presents evidence from both research and practice perspectives supporting use of mother tongue in english class for students at and beyond the beginning levels as well. she states that mother tongue in english class benefits the

35、 learners in more than one way. atkinson (87) enumerates advantages of mother tongue use in terms of learner preference, humanistic consideration and time efficiency. cook (20) suggests mother tongue can be used when explaining grammar, organizing tasks, disciplining students and implementing tests.

36、 butzkamm(23) is one of those who strongly oppose the exclusion of mother tongue in the foreign language class. he argues that mother tongue, as a cognitive and pedagogical resource, is the greatest asset people bring to the task of foreign language learning.language use in the foreign language clas

37、s has also drawn chinese researchers attention. some of them focused on theoretical justification of the positive role of mother tongue (e.g. sun yao 45; tang 43; zhou mao 126); while others conducted empirical studies producing qualitative results. he （21）observed 35 teachers from ten institution e

38、xamining the practice opportunities in foreign language classes. he reported that only ten percent of the teachers use almost exclusively english throughout the lessons. bo (67) explored code-switching in english classes and found that english-chinese switching was prevalent. similarly, as the theor

39、etical studies advocate, most of the empirical studies reported mother tongue use in ministering the class, grammar and words instruction, and several other contexts.2.2 theoretical backgroundthe definition of language transfer occurred first in lados linguistics across culturein 1957.lado thought t

40、hat in the environment of the second language acquisition，learners depend on their mother tongue and transfer the language form，meaning and the culture related with their mother tongue to the second language acquisition. there are two forms in language transfer：negative transfer and positive transfe

41、r. when there is difference between mother tongue and the target language，the negative transfer occurs. the negative transfer is mainly negative and will lead the language errors and the occurrence of difficulties in language acquisition. it will prevent learners from acquiring new knowledge. ellis

42、pointed out that in the first step of the second language acquisition，learners often depend on their mother tongue because of their lack of enough knowledge of the target language. in this step，there may be more negative transfer of mother tongue. when the rules of mother tongue and the target langu

43、age are the same，the positive transfer may happen，and promote the study of new knowledge. this paper analyzes the relationship between mother tongue and second language acquisition and emphasizes on the positive transfer and its role in second language acquisition. the study and analysis in this pap

44、er show that mother tongue plays a positive role in second language acquisition and is an important factor to promote second language acquisition.2.3 situation of mother tongue usage in english classalthough there is fierce dispute of using mother tongue in english class, mother tongue is still popu

45、lar in english class and follows are some situations that mother tongue is used:(1) eliciting languagehow do you say x in english?, for example, can often be less time-consuming and can involve less potential ambiguity than other methods of eliciting such as visuals, mime, creating a need, etc.(2) c

46、hecking comprehensionmother tongue can be used to check comprehension of concept behind a structure, e.g. how do you say “ive been waiting for ten minutes” in chinese? this technique encourages students to develop the ability to distinguish between structural, semantic and pragmatic equivalence. mot

47、her tongue can also be used to check comprehension of a listening of reading text. for example, a comprehension task which does involve production, but presented in the students mother tongue, can sometimes probe comprehension more effectively than many types of non-linguistic tasks designed to avoi

48、d the problem of recoding in the target language.(3) co-operation among learnersstudents, in pairs or groups, compare their answers to grammatical exercises, comprehension tasks etc. in their own language. this activity does not involve the added burden, over and above understanding the structure, o

49、f following the met language used to explain it. furthermore, in case the most lucid explanation or the clearest inductive presentation by the teacher fails for some students, a mother tongue explanation by a peer who has understood may succeed.(4) checking for sensetranslation, by the student, into

50、 mother tongue of incoherent or nonsensical discourse which he or she has produced in the target language. it is useful to encourage students to do a quick mental translation of a composition or gap-fill exercise as a checking technique to ensure that they have written nothing which would be nonsens

51、ical in both languages.(5) testingthe use of mother tongue can help to maximize the validity and reliability of many types of tests. there is undoubtedly a sense in which it is true that translation is the supreme test of knowledge of two languages (cunning 1929). so the use of mother tongue has con

52、siderable application in testing.(6) development of useful learning strategiestranslation can be used to promote guessing strategies. for example, guessing true cognates, an exercise which involves translation of a group of words, some known false cognates and some unknown true cognates, both revive

53、s previously learned items and gives students satisfaction of expanding their vocabulary by themselves. another related activity consists of exercise in which students, on the basis of their (ever increasing) knowledge of patterns of affixes in english, make informed guessing correctly outside the classroom. using translation as a basis for this type of exercise, rather than tasks such as make negative nouns from the following word, is more motivating and gives students a greater sense of accomplishment.iii. application of mother tongue in eng