汉语负迁移对民考汉维吾尔族高中生英语写作的影响 [3]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-10-08编辑:lgg点击率:8165
论文字数:38451论文编号:org201710012053299367语种:英语 English地区:中国价格:$ 66
关键词:高中英语教学论文认知策略社会情感策略
摘要:本文是高中英语教学论文,笔者认为现在,少数民族的英语教育和专门研究越来越受到教育工作者的重视。此外,从社会语言学、教育学到心理语言学的研究也各不相同。
sp;the process of language transfer study. Such as, “Cross linguistic influence” (Smith & Kellerman, 1986) and “language transfer” (Odlin, 1989; Grass & Selinker, 1993; Ellis, 1999, etc.). The term “cross-linguistic influence” covers a wide range of phenomenon among them, including positive transfer, avoidance, interference, borrowing and so on. But the term of “transfer” and “cross-linguistic influence” are used interchangeably in the present study of language transfer. Different scholars also have different opinions about transfer. Corder (1993) insists that native language did perform some influence on the second language learning, but it is only the urgent “borrowing” when the knowledge of the target language is not enough ( Yu, 2004). Odlin (1989: 27) provides a relative precision definition which is based on the conclusion of ten years’ research in the field of second language acquisition about language transfer: Transfer is the influence resulting from the similarities and differences between the target language and any other languages that have already been (or imperfectly) acquired.
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2.2 Contrastive Analysis Theory
The scope of modern comparative analysis to various linguistic levels, expand from words to sentence to sentence groups, paragraphs and chapters, not only to study the language internal factors, but also social, psychological, cultural and historical factors beyond language. In order to improve learners’ communicative competence and reduce pragmatic failure, people will pay more and more attention to the comparative study of the differences between different languages and cultural backgrounds, and provide more practical help for foreign language teaching. At present, the development trend of foreign language teaching theory shows that people are more and more emphasis on the cultivation of grammar awareness and cross-cultural awareness, comparative analysis is still one of the best ways to cultivate these two kinds of consciousness (Shu Dingfang, Zhuang Zhixiang, 1996). Wang Li in 1962 pointed out that the most effective way of foreign language teaching is the comparison between Chinese and foreign languages. Especially, in the beginner stage, the mother tongue interference is more dominant. This is a problem that our learners and teachers should face. Comparative analysis also has some limitations. The key point of contrastive analysis is to predict the difficulties and mistakes in learning, but not to pay attention to the causes and corrective measures. As we all know, students make mistakes in many ways during the process of foreign language learning. Contrastive analysis &
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