英语论文网

ansfers in language knowledge or the transfers in culture, the root of them is the differences between Chinese and English. As long as learning a foreign language is concerned, there will be transfer, because never a country is the same as the other completely. Therefore, the transfer of mother tongue can not be avoided. All we can do is to find it and deal with it. In the next part, we will talk about how to deal with the transfer and make it useful for teaching.4. The treatment to the mother Language transfer in English teachingThe learning of mother language and foreign language are both a progress of language acquisition. They have many similarities. However, they still have great differences. The age of learners is different; the environment of learning and using language is different; and the purpose of learning is different too. The learning of mother language is based on daily life, and mother language has been a part of people’s life. Yet second language acquisition is based on the mother language. It is learned in the classroom. Therefore, people have to learn it under the help of mother language. For that reason, the cognitive habit of mother language will be used in the second language acquisition and make some influences for it. Such influences take an important position in English teaching, so we have to envisage it. The following passage is some personal opinions:4.1 Using and accelerating positive transfer, reducing negative transferThe commonness of different languages is that they all use the fixed sound and font style to express certain meanings. Furthermore, the psychological process of language learning all follows these rules: learning from sound to form, from easy knowledge to hard one, from sensibility to logos. All these commonness provide an external possibility for mother language’s transferring to second language. Therefore according to the knowledge the students have learned, language teachers can link that knowledge with English together and use the commonness in their teachingprocess, which would get twice the result with half the effort.In the other side, we have to notice that differences still exist in pronunciation, lexical, grammar, culture and communication. Most of students like to transfer the rules and thinking way of mother language into English study so that some chronic and systematic mistakes are made. Thus, we can use contrastive analysis to reduce the influence L1 make.[12]P484.1.1 In learning letterEnglish teachers can contrast the difference between Chinese “pinyin” and English letter, making students to aware the difference between them and avoid the transfer consciously. They may ask the students to read the letter many times and choose someone to say the difference.4.1.2 In learning words When teaching the new words, teachers can explain the words careful. Because the first impression is important for a learner, teacher should explain the word in details. If the word will make any transfer, teachers can ask students to pay attention to it. If the word has any special meaning in English culture, they should introduce the culture to students. For example, “whether” and “if” have the same meaning in Chinese, but they have some differences. (I) Similarity When they use to introduce an objective clause, they can be substituted by each other. (II) Differences①“whether” can introduce a subjective clause, while “if” can not. E.g. whether he will come is not known yet.②“whether” can introduce an