高中学生英语写作中的母语负迁移分析 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2017-10-02编辑:lgg点击率:5446
论文字数:38596论文编号:org201709272013216543语种:英语 English地区:中国价格:$ 66
关键词:高中英语论文负迁移高中生英语写作
摘要:本文是高中英语论文,本文运用 EXECEL对其错误进行分类,统计汇总研究表明,教师从技术、词汇、语法、句法和语篇等方面采用针对性的写作教学策略,可以减少母语负迁移产生的错误,培养学生的第二语言写作的意识和语篇的连贯意识,进而提高学生的英语写作能力。
and reviewed, together withtheir development, significance, limitations and other related concepts.
2.1 Language Transfer
The effect of language transfer has been a disputable issue in the secondlanguage acquisition field for many years. Not only the teachers, but also the scholarsadmitted the interference of mother tongue, which is defined as the language transfer.In this chapter, the historical development, the definitions, and manifestations will bepresented in detail.Language transfer was first put forward by Lado in 1957, in the second languageacquisition (SLA). It has been the most important and controversial topic for manyyears (Ellis, 2000). Richard did lots of researches on error analysis, and he made aconclusion that the interferences of mother tongue is the main obstacle of learning asecond language.(Richards,1971). Later, Schacher got a conclusion that the learner’mother tongues are different. Then, language transfer’s effects are different(Schacher,1974). The effects of mother tongue cannot be ignored (Freeman, 1976).Raimes pointed out that the learners will resort to their mother tongue all the timewhen they write a composition (Raimes, 1985). Odlin(1989) gave such a definition:“The transfer is a kind of influence caused by the generality and difference betweentarget language and other language has been learned”. And Li Yuming(2004) believesthat the definition which Odlin gave could mostly cover the essence of languagetransfer by far. Gass and Sellinker (1993) pointed out that two factors affected thelearners in the procedure of SLA. One is the knowledge system he has constructed,and the other is the first language as well as other familiar language knowledge.
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2.2 Contrastive Analysis
Contrastive analysis was flourished from the 1960s, which is based on behavioralpsychology and structural psychology. Skinner (1957) and Bloomfield (1933) putforward that learning is not only a thinking process but also a process of mechanicalimitation. Learning a second language can be regarded as a formation of habit, whichneeds practice dialogues and intimates repeatedly if the learner wants to form a set ofgrammatical structure. SLA is a process of overcoming the old habit and constructinga new language system, which is of important significance of the language acquisitionfrom this viewpoint.Lado(1957) puts forward the comparative analysis in his book cross-culturallinguistic, he believes that the transfer is the main obstacle of SLA. He advocated thatthe learner compare mother tongue and second language step by step in pronunciation,grammar, etc,which was flourished in Europe. Stockwell (1965) emphasized thatcomparative analysis was the structure of mother tongue and second language at thattime. The process consists of four steps (Ellis,1999): description, selection,comparison, prediction. At that time, Wardhaugh (1970) divided the hypothesis intostrong type comparative analysis and weak type comparative analysis. Strong typecomparative analysis means that the difficulties and errors are mostly caused by theinterference. Weak type comparative analysis means that the researchers need to studythe best knowledge of the language in SLA.Wardhaugh considers that weakcomparative analysis is feasible, but as a matter of fact, the weak comparativeanalysis belongs to error analysis. According to the Sapir-Whorf Hypothesis, thelanguage he or she learned from childhood strongly influence
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