The Role of Mother Tonguein English Learning

1、母語在英語學(xué)習(xí)中的作用 the role of mother tongue in english learning abstract: learners l2 acquisition may strongly be influenced by their l1 in the process of foreign language learning. the influence can be also called language transfer. language transfer can be divided into two aspects-positive transfer and

2、negative transfer. in respect of this, this paper will briefly discuss the role of l1 in l2 acquisition by reviewing some linguists point of view. referring to the study results of some linguists and researchers, the author will further investigate the positive transfer and negative transfer, the re

3、lationship between l1 and l2. on the basis of analysis, l1 plays an important role during the process of l2 acquisition. in order to identify the area of language transfer, a procedure called contrastive analysis was development which will be also explained in this paper.key words: second language a

4、cquisition; mother tongue; language transfer 摘 要: 在外語學(xué)習(xí)過程中，學(xué)習(xí)者通常會把母語知識遷移到外語學(xué)習(xí)中去，語言的遷移可以分為正遷移和負遷移。根據(jù)一些語言學(xué)家者對母語在二語習(xí)得中的影響研究，本文討論了母語在二語習(xí)得中的正遷移和負遷移作用及母語和第二語言的關(guān)系。在理論分析的基礎(chǔ)上，母語在二語習(xí)得的過程中確實扮演著很重要的角色。為了更好地了解語言的遷移，本文將對錯誤分析做進一步的分析。關(guān)鍵詞: 二語習(xí)得; 母語; 語言遷移contentsi. introduction.1a. background.1b. reasons .1. literatu

5、re review.2a. different views on language transfer.2b. behaviorist learning theory.2c. habits .2d. errors.3. an important procedure in language transfer5a. explanation of contrastive analysis5b. the psychological aspect of contrastive analysis .5c. the linguistic aspect of contrastive analysis.6. th

6、e influence of l1 on l2 learning. 7a positive transfer. 7b negative transfer.8. the relationship between l1 and l2.8. conclusion.9works cited.10. introductiona. backgrounddifferent researchers have given very different interpretations of the definition of second language acquisition. as cook mention

7、ed “people have been interested in second language acquisition since antiquity, but in modern times much of the research emphasis was in fact placed on language teaching” (cook 23). many comparative studies of language teaching methods were conducted. as was mentioned “in the 1960s, as a result of t

8、he inconclusive findings from the comparative studies, a debate in psychology over the nature of learning and a revolution in linguistics, a challenge to the dominance of research on language teaching was to take place” (larsen-freeman 5). since hatchs book was published in 1978, there have been hun

9、dreds more studies conducted, several new journals begun, and numerous conferences convened. raimes (535) offers an additional indicator of the birth and growth of the sla field. in recent years, more and more researchers are devoting themselves to second language acquisition.b. reasonsduring the pr

10、ocess of english learning, there are many factors which can influence our english learning. among all the factors, l1 plays an important role in l2 learning which is also a hot topic in recent years. beginning in the post-war years and carrying on into the 1960s, there was a strong assumption that m

11、ost of the difficulties facing the l2 learner were imposed by his or her first language. it was assumed that where there were differences between the l1 and l2, the learners l1 knowledge would interfere with the l2, and where the l1 and l2 were similar, the l1 would actively aid l2 learning. the pro

12、cess that was held responsible for this was called language transfer. in the case of similarities between the l1 and l2 it functioned positively, while in the case of differences it functioned negatively. teachers were encouraged to focus their teaching on the areas of difficulty created by negative

13、 transfer. they were exhorted to apply massive practice to overcome these difficulties. according to this, this paper mainly relies on the role of mother tongue in l2 learning. literature reviewa. different views on language transferan important function of humans language is promoting interpersonal

14、 communication. using language correctly can help promote emotion, developing friendship, respecting each other and improving interpersonal relationships. language transfer means “the influence of one language on another language” (longman dictionary of language teaching and applied linguistics 1992

15、). learners l2 acquisition may strongly be influenced by their l1 in the process of foreign language learning. it is a popular belief that second language acquisition (sla) is strongly influenced by the learners first language (l1) . the clearest support for this belief comes from foreign accents in

16、 the second language (l2) speech of learners. when a chinese speaks english, his english sounds chinese. the learners l1 also affects the other language levels-vocabulary and grammar. this is perhaps less immediately evident, but most language learners and teachers would testify to it. it is also a

17、popular belief that the role of the l1 in sla is a negative one. that is, the l1 gets in the way or interferes with the learning of the l2, such that features of the l1 are transferred into the l2. in fact, the process of sla is often characterized in popular opinion as that of overcoming the effect

18、s of l1, of slowly replacing the features of the l1 that intrude into the l2 with those of the target language and so of approximating ever closer to native-speaker speech. corder (978) has referred to this view of sla as a restructuring process. it is a view that is based on a theory of general lea

19、rning, as will be explained in the next section.b. behaviorist learning theoryin order to understand the early importance that was attached to the role of the first language, it is necessary to understand the main tenets of behaviorist learning theory. up to the end of the 1960s, views of language l

20、earning were derived from a theory of learning in general. there were few studies of sla based on the actual language that learners produced, and few attempts to examine the process of sla empirically before this. the dominant school in psychology, which informed most discussions of language learnin

21、g, was behaviorism. there are two kinds of notions can be identified in these discussions: habits and errors. c. habits behaviorist psychologists attributed two important characteristics to habits. the first was that they were observable. as watson argued, the true basis for psychological enquiry ex

22、isted only in objects that could be touched and actions that could be observed. watson denied the existence of internal mental processes, dismissing them as superstition and magic. the second noteworthy characteristic was that habits were automatic, that is, they were performed spontaneously without

23、 awareness and were difficult to eradicate unless environmental changes led to the extinction of the stimuli upon which they were built. the learning of a habit, then, could occur through imitation (i.e. the learner copies the stimulus behavior sufficiently often for it to become automatic) or throu

24、gh reinforcement (e.g. the response of the learner is rewarded or punished depending on whether it is appropriate or otherwise, until only appropriate responses are given. theories of habit formation were theories of learning in general. they could be and were applied to language learning. in l1 acq

25、uisition children were said to master their mother tongue by imitating utterances produced by adults and having their efforts at using language either rewarded or corrected. in this way children were supposed to build up knowledge of the patterns or habits that constituted the patterns or habits tha

26、t constituted the language they were trying to learn. it was also believed that sla could proceed in a similar way. imitation and reinforcement were the means by which the learner identified the stimulus-response associations that constituted the habits of the l2. language learning, first and second

27、, was most successful when the task was broken down into a number of stimulus-response links, which could be systematically practiced and mastered one at a time.d. errorsaccording to behaviorist learning theory, old habits get in the way of learning new habits. where sla is concerned, therefore, the

28、 grammatical apparatus prop rammed into the mind as the first language interferes with the smooth acquisition of the second (bright and mcgregor 236). behaviorist learning theory predicts that transfer will take place from the first to the second language. transfer will be negative when there is pro

29、active inhibition. in this case errors will result. transfer will be positive when the first and second language habits are the same. in this case no errors will occur. thus differences between the first and second language create learning difficulty which results in errors, while the similarities b

30、etween the first and second language facilitate rapid and easy learning. in behaviorist accounts of sla, errors were considered undesirable. they were evidence of non-learning, of the failure to overcome proactive inhibition. some language teaching theorists even suggests that there was a danger of

31、errors becoming habits in their own right if they were tolerated. however, as errors were the result of the negative transfer of first language habits (i.e. were habits already); it is difficult to see how they could become habits simply by tolerating them. errors, according to behaviorist theory, w

32、ere the result of non-learning, rather than wrong learning. but in either case there was almost total agreement that errors should be avoided. to this end attempts were made to predict when they would occur. by comparing the learners native language with the target language, differences could be ide

33、ntified and used to predict areas of potential error. in this way classroom practice could be directed on the problem areas in order to help the learner overcome the negative effects of first language transfer. abbott puts it, the aim of any ea is to provide a psychological explanation (124). the fo

34、llowing list can show us a clear explanation of ea.transferintralingua (e.g. overgeneralization, transitional competence)competence(errors)unique(e.g. induced)errorseprocessing problemsperformance(mistakes)communication strategiesthe distinction between errors and mistakes, which has already been di

35、scussed with regard to the identification stage of ea, is also relevant in explaining deviations-demonstrating the interdependence of these two steps in ea. any deviation from target-language norms may reflect either a problem in performance or in competence. it is helpful to recognize two different

36、 kinds of performance mistakes. these mistakes result from such strategies as circumlocution and paraphrase which a learner uses to overcome the lack of knowledge. the latter are known as communication strategies. as we have already seen, it is competence errors that have been considered central to

37、the study of l2 acquisition. an important procedure in the studiesa. explanation of contrastive analysiscontrastive analysis was rooted in the practical need to teach a l2 in the most efficient way possible. lado (416), one of the prime movers of contrastive analysis, makes clear that the teacher wh

38、o has made a comparison of the foreign language with the native language of the students will know better what the real problem are and can provide for teaching them. the origins of contrastive analysis, therefore, were pedagogic. this was reflected in comparisons of several pairs of languages by sc

39、holars in the united states, all directed at establishing the areas of learning difficulty that were likely to be experienced by english speakers learning other languages. in addition to these pedagogically oriented studies, there have been a number of more theoretical contrastive studies carried ou

40、t in europe, some of which have not been concerned with sla at all. clearly contrastive analysis is an area of considerable theoretical interest for general linguistics. contrastive analysis had both a psychological aspect and a linguistic aspect. the psychological aspect was based on behaviorist le

41、arning theory, and the linguistic aspect, in the first place at least, on structuralism linguistics.b. the psychological aspect of contrastive analysisthe psychological ration takes the form of the contrastive analysis hypothesis. this exists in a strong and a weak form. the strong form claims that

42、all l2 errors can be predicted by identifying the differences between the target language and the learners first language. as lee (180) notes, it stipulates that the prime cause, or even the sole cause, of difficulty and error in foreign language learning is interference coming from the learners nat

43、ive language. the strong form of the hypothesis was common before research began to show that many of the errors produced by l2 learners could not be traced to the l1.the weak form of the hypothesis claims only to be diagnostic. a contrastive analysis can be used to identify which errors are the res

44、ults of interference. thus, according to the weak hypothesis, contrastive analysis needs to work hand in hand with an error analysis. first actual errors must be identified by analyzing a corpus of learner language. then a contrastive analysis can be used to establish which errors in the corpus can

45、be put down to differences between the first and second language. implicit in the weak version is the assumption that not all errors are the result of interference. the weak form claims a less powerful role for the l1 than the strong form of the hypothesis.the strong form of the hypothesis has few s

46、upporters today. it is now evident that the l1 is not the sole and probably not even in the prime cause of grammatical errors. nevertheless, the weak form is not very satisfying. it makes little sense to undertake a lengthy comparison of two languages simply to confirm that errors suspected of being

47、 interference errors are indeed so. as james (280) points out, this is a pseudo procedure. in order to hypothesize that the errors in a corpus are interference errors, a de facto contrastive analysis must have taken place. it makes little sense to conduct a complicated contrastive analysis simply to

48、 confirm what a de facto analysis suggested.ideally the psychological aspect of contrastive analysis should deal with the conditions under which interference takes place. that is, it should account for instances when linguistic differences between the first and second language lead to transfer error

49、s and instance when they do not. it is because it is not possible to predict or explain the presence or absence of transfer errors solely in terms of linguistic differences between the first and second languages that a psychological explanation is necessary. c. the linguistic aspect of contrastive a

50、nalysis most contrastive analyses have compared phonological systems, probably as recognition of the role that the l1 plays in foreign accents. however, the contrastive structure series provided full-length studies of the contrastive syntax of the major european languages and english, while the 1970

51、s saw a number of studies in european (see james 1980: 205 for a list). as sridhar (681) notes, there have been relatively few studies of vocabulary, while lados (428) suggestion that contrastive studies of cultures should be carried out has not been taken up.there are several problems concerning th

52、e linguistic aspect of contrastive analysis. however, if the problems with contrastive analysis were only linguistics, they would be amenable to a linguistic solution. as the tools of contrastive linguistics grow more refined, the problems would be gradually resolved. the major problems, however, ha

53、ve to do with the relationship between the psychological and the linguistic aspects of contrastive analysis. there is little point in comparing languages if learners make only limited use of their first languages in sla. the accuracy of prediction will always be open to doubt if contrastive analysis

54、 fails to specify the conditions that determine if and when interference takes place. the hierarchy of difficulty was an attempt to solve this problem linguistically, but unless the solution has psychological validity (e.g. corresponds to what learners actually do), it will be inadequate. contrastiv

55、e analysis constituted a hypothesis, and like all hypotheses was open to empirical investigation. the real failure of the 1960s was to rely on extrapolation from a general learning theory instead of getting down to the business of testing out theory by examining the language that learners produce. t

56、he influence of l1 on l2 learningthe results of the influence of l1 on l2 learning can be divided into two aspectspositive transfer and negative transfer.apositive transfer most chinese learners learn english through instructions that they get in english class. we seldom speak or use english out of

57、class. in english learning, our mother tongue has many negative influences on english learning while it can also have many positive influences. it was said that “all languages in the world have some common features such as the same classification of words and sentences (e.g. all words can be divided into noun, verb, adjective and so on), different expressions about the same time and same places (e.g. we can say 7點 in chinese while we say seven oclock in english )” (yang 122). on this condition, we may put these com