英语论文网

3.3 Subjects.......... 21
3.4 Research method.......... 21
3.4.1 Questionnaire.......... 21
3.4.2 Interview.......... 21
3.4.3 Observation ..........22
3.4.4 Date collection.......... 22
3.5 Data analysis ..........22
3.6 Summary of tiie interview ..........24
Chapter 4 Language Transfer and Trilingual Teaching mode.......... 26
4.1 Dong Language ..........26
4.2 Phonetic transfer..........   27
4.3 Syntactic transfer..........   31
4.4 Negative transfer resulting from Chinese as language of instruction.......... 32
4.5 Trilingual Teaching Mode.......... 35
4.6 Implications and Suggestions.......... 37
Chapter 5 Conclusion.......... 39
5.1 Conclusions..........   39
5.2 Limitations..........   40

Chapter 4 Language Transfer and Trilingual Teaching mode

4.1 Dong Language
Generally speaking, each nationality has its own spoken language. Besides for that. Inthe Autonomous County of Sanjiang Dong Ethnic Minority, the local residents with differentnationalities communicate in the so called “an official language，a language like Chinese.Like most of the local languages, Dongs have no written script of their own before 1949，theylearned to read and write in Chinese. Philologists sent by the central government helped workout a Dong written language on the basis of Latin alphabet in 195 8.Dongnationality has its spoken language which belongs to Zhuang-Dong Language family ofSino-Tibetan system. Now most Dong people can understand and use Chinese.In January of 2001, the Ministry of Education (2001) issued a document namedGuidance Advice for Offering English Courses in Primary schools from Ministry ofEducation. It says, “Setting up English courses is an important part of the curriculum reformfor the basic education at the beginning of 21st century". From then on，the primary schools inthe regions inhabited by minority nationalities start offering English courses gradually fromgrade three. In reality, the students in the minority villages start to study English in the firstgrade of junior middle school. And this also enriches the local languages and makes the nativelanguages more complicated and complex.

……………

Conclusion

In the special Trilingual “Dong-Chinese-English” language environment in Tonglemiddle school of Sanjiang Dong Autonomous region, there are many factors such as languagetransfers, individual differences, system of knowledge and cognitive structure and so on toinfluence seriously the English teaching and learning for Dong middle school students.Based on theoretic foundation and empirical research, chapter four of the thesis analyzesthe learning mechanism of Dong middle school students in English learning. During theEnglish learning process, Dong middle school students prefer to assimilate and absorb thetarget information with their most familiar language. Therefore, for different targetinformation with different difficulties, the systems of Dong, Chinese and English knowledgeand cognition structure will be used alternately and form a comp本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。