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学习者用母语在第二外语教学中的思考方式 [8]

论文作者:www.51lunwen.org论文属性:本科毕业论文 Thesis登出时间:2016-01-11编辑:carrie2点击率:32126

论文字数:14566论文编号:org201601071428598424语种:英语 English地区:中国价格:免费论文

关键词:外语教学教育学语言学习

摘要:本文讲述了在第二外语教学中,是否应该使用母语进行教学,因为使用母语的学生不能学习自己感兴趣的英语反而会导致他们学习语言的兴趣降低。

by the following response 'In general ESL students should be encouraged to use English as much as possible, but in reality this doesn't always work.' Thus, despite the fact that 80% of the teachers allowed the use of the L1 at times, the English only axiom is so strong that they didn't trust their own practice.

On the flip side, when the native language is used, practitioners, researchers, and learners consistently report positive results. Rivera (1990) outlines various models for incorporating the L1 into instruction, including initial literacy in the L1 (with or without simultaneous but separate ESL classes) and bilingual instruction (where both languages are utilized within one class). The first benefit of such programs at the beginning levels is that they attract previously un-served students--students who had been unable to participate in ESL classes because of limited L1 literacy and schooling.

Further, contrary to the claim that use of the L1 will slow the transition to and impede the development of thinking in English, numerous accounts suggest that it may actually facilitate this process. Shamash (1990), for example, describes an approach to teaching ESL used at the Invergarry Learning Center near Vancouver which might be considered heretical by some: Students start by writing about their lives in their L1 or a mixture of their L1 and English; this text is then translated into English with the help of bilingual tutors or learners and, as such, provides 'a natural bridge for overcoming problems of vocabulary, sentence structure and language confidence'.

At a certain point in the learning process, according to Shamash, the learner is willing to experiment and take risks with English. Thus, starting with the L1 provides a sense of security and validates the learners' lived experiences, allowing them to express themselves 'while at the same time providing meaningful written material to work with'. This research had shows us that the usage of L1 in the ESL classroom is sometimes considered as vital because of the students level of proficiency.

Tang (2002), based on her studies, “Using the mother tongue in the Chinese EFL classroom” bear many similarities to Schweer's (1999) study in a Spanish context. Both studies indicate that the mother tongue was used by the majority of teachers investigated, and both students and teachers responded positively toward its use. Minor discrepancies exist concerning the occasions when the L1 should be used. Some of these differences can be accounted for by the participants' different levels of L2 language proficiency. The teachers participating in this study indicated that the translation of some words, complex ideas, or even whole passages is a good way to learn a foreign language. Her observation of the three classes suggests that without translation, learners would be likely to make unguided and often incorrect translations.

 

This study also reveals that in the EFL classes observed Chinese plays only a supportive and facilitating role. The chief medium of communication in the class is still English. As with any other classroom technique, the use of the mother tongue is only a means to th论文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。

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