Analysis of Mothertongue in English Teaching英语专业毕业论文.doc

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1、Analysis of Mother-tongue in English TeachingEnglish Abstract English is a tool for international exchanges, dissemination of information media, human bridges of friendship with the integration of world civilization agent, therefore, the teaching of English for any one country in the world are impor

2、tant. English teaching in China, nearly two hundred years of history, of the books and papers everywhere. With regard to mother-tongue teaching in English the role of foreign language teaching profession has been the existence of two distinct point of view. One is over-exaggerated the purpose of lan

3、guage teaching, ignoring the role of the mother tongue. Another is that the mother tongue in foreign language teaching plays an important role and should be foreign language teaching throughout. In this paper, Review of domestic long immersed in the language for the purpose of the role of language t

4、eaching based on the arguments put forward on the English mother-tongue teaching both positive and negative side. In English teaching process, teachers must be linked, and dynamic look at and deal with their mother tongue, in order to effectively improve the quality of teaching. Key words: target la

5、nguage; pedagogy; mother tongue; teaching quality Abstract Being regarded as an international communication tool and a media of spreading the information, English teaching plays an important role in every country. In China, there are two distinct points of view on the role of native language teachin

6、g in the English language. One exaggerates target language teaching and ignores the role of the native language, another holds the idea that native language in English teaching plays a very important role and it should be focused on in the English teaching. Based on the domestic argument on the role

7、 of native language in foreign language teaching, the paper points out that native language plays both positive and negative roles in foreign language teaching. Therefore, English teachers cannot efficiently improve their teaching quality unless they apply connective and dynamic attitude to native l

8、anguage. Key words: Target language; Pedagogy; Native language; Teaching quality 1 Introduction English language teaching, whether it be words, grammar, or sentence, the phrase learning, are not open around the impact of the mother tongue. But the learning of English and native language acquisition,

9、 there are still among the many differences, in which the fundamental point is that the learning of English is often the students have a firm grasp of the language after, the mother tongue in the objective is always to be on the English learning produces more or less impact. Therefore, English teach

10、ing in theory and in practice, are faced with how to look at the role of the mother tongue of the target language, as well as how to deal with the relationship between mother tongue and English questions. Second, with regard to mother-tongue English teaching role in the dispute (A) the mother tongue

11、 should be avoided On the above-mentioned problems, there are two distinct long-term basic understanding of: English language teaching must be implemented through the mother tongue, relying on the organization of mother-tongue teaching is one of the important principles of foreign language teaching;

12、 second foreign language teaching to try to avoid using their mother tongue, as much as possible to develop thinking skills in English to improve foreign language students authentic master. This long-standing differences, mainly based on different theories of teaching arising from a variety of teach

13、ing methods. English mother tongue teaching should avoid the use of this view is known as mother tongue to avoid theory (the theory of mother tongue avoidance). Feiai Tuo was the first German language educators make native language to avoid the Analects and pioneer, 19th century Semantics of the est

14、ablishment and development of mother tongue to avoid theory provides a scientific basis for teaching semantics. mother tongue to avoid theory of its important psychological one of the assumptions are: in the language of psychological development, play a major role is not thinking, but the feeling. 1

15、 (P94) Therefore, the mother tongue to avoid theory in the teaching and learning do not advocate rational analysis and rules of guidance, while the respected foreign direct knowledge, direct understanding and direct application. Currently supports the mother-tongue to avoid theory teaching mainly in

16、 the following three: First, from the beginning of this century initiated by direct method (Direct Method). The so-called direct method, that is used directly in the teaching process in the target language, without translation into the mother tongue or native language to explain or direct action by

17、observing the language can be obtained. Direct method to follow the meaning of the target language and form of direct contact with the psychological principle. 2 (P27-28) This perspective emphasizes the English language itself, conversation, teaching English conversation and reading, English languag

18、e teaching should not be used explicitly put forward the students mother tongue, without translation, and without formal grammar. But in that case the over-reliance on teachers, language fluency and teaching skills to the neglect of the role of teaching materials, these conditions are objectively re

19、stricted the direct method of development, but its influence was very extensive. At present, the use of English teaching is a more communicative approach (Communicative Approach). Communicative suggested that the goal of teaching English to their students communicative competence, communicative comp

20、etence refers to a person learning a language is not only whether the sentence should be identified in line with the capacity and Zaochu grammar rules in line with the rules of sentence grammar ability; He also must understand that in the face of different audiences, on different occasions, differen

21、t times, how the appropriate use of language. 3 (P41) of its important features is the through a foreign language learn foreign languages, and advocated to teach students the different functions of language use language, methods, etc. It also inherited the direct method contempt native point of view

22、. Since the 80s of last century, which led to stress the second language acquisition. So what is learned? Acquisition and learn has always been a pair of relative concept. The two are interdependent and mutually condition. The representative of the United States a second language well-known scholars

23、, Krashen believes that language and learn the language acquisition in the human brain, respectively, and were used for storage, but also to learn from the conscious acquisition of language can not be produced spontaneously language, one who wants to acquisition of language, must pass a meaningful s

24、ignal to participate in the exchange of information in the language to go. 4 (P50) In short, acquisition is the result of learners participating in social activities, is in the exchange of Information in the unconscious absorption of language, but also in the case of unconscious fluency, the correct

25、 use of language, but not necessarily know which grammar rules. As the impact of the above-mentioned theory, people can come to their mother tongue in teaching English there is no active role in the conclusion. Therefore, the English classroom is not appropriate to use their mother tongue teaching.

26、Mother-tongue to avoid theory as well as the theoretical basis of their teaching methods to a large extent, affect the teaching of English in our country. The last century, 80 years, the direct method gradually in our trial, in the same period will affect the communicative approach to our foreign la

27、nguage teaching. Objectively speaking, these two kinds of teaching methods of English teaching in China had a positive impact, the direct method emphasizes the importance of spoken language training, while the emphasis on communicative language ability of students also pay attention to cultivating s

28、tudents communicative competence. However, several methods were opposed to the teaching of English in their mother tongue. (B) the mother tongue, the idea of essential Who must rely on the teaching of English mother tongue of the people based on the recognition: First, the practice shows that mother

29、 tongue is intermediate students to master a foreign language. Their students are already quite familiar with the grasp of the language on the basis of learning a foreign language in their language when the beginner is always to understand a foreign language through the mother tongue, that is always

30、 the mother tongue as the intermediary, in order to make foreign language and thinking linked. For example, beginners in English words, often the first thought to use their mother tongue to the meaning clear, and then translated into English through the heart and to express them. As a result, the li

31、nk between language and thought is indirect. It is only through repeated practice, has reached the degree of automation, the students of foreign languages and thinking can be directly linked to unfolding. Second, psychological research shows that only a foreign language words and phrases and concept

32、s to establish a direct link between the earlier, and finally may reach the level of thinking entirely in a foreign language. The teaching of foreign languages with native language to be an advocate of arguments and, in this based on the use of mother tongue English language teaching principles. Bas

33、ed on this theory, the current English teaching methods are also three, first, translation pedagogy (Grammar Translation Method). Translation method names more, but we can give it under a simple definition, that is: the mother tongue to teach English in a way that its characteristic is to mother ton

34、gue as the medium of an intermediary, explain in detail the complex grammatical rules and a large number of isolated , from the context of the vocabulary; analysis and translation of texts use their mother tongue; material structure to the main text line, in the form of quiz exercises are mainly in

35、English and mother tongue translation. In our schools and universities, the teaching of English, the translation method of teaching methods to create the translation is considered an important and effective teaching methods. First, the translation method used to ensure student comprehension of stude

36、nts to understand the exact meaning of foreign language words and sentences, especially in the early foreign language learning, translation will enable students to get rid of speculation, conjecture, puzzles, foreign language words and phrases to avoid inaccuracies caused by understanding of the sit

37、uation and and thus develop a very superficial understanding of the bad habits. The exact understanding of the importance of foreign language learning in the only way to have learned only a strong, student awareness and enthusiasm will greatly play. Second, the translation method easy to use, does n

38、ot require any teaching aids equipment, novice teachers on the new materials, saving time. For example, teachers teaching creation, history, time, wisdom of these words, as long as they were advised the students in the Chinese equivalent of create, history, time, wisdom, without the need to explain

39、the meaning of these words, you can focus on explaining these words with other words with the relationship to help students master their usage. Followed by contrast pedagogy, a lot of foreign language teaching experts and scholars about the use of mother tongue teaching, they all emphasized the role

40、 of comparison in teaching. As the majority of the Chinese people who learn a foreign language course in relation to English, have a solid grasp of their mother tongue, so long as there is the opportunity students will unconsciously in the minds of the foreign language to compare with the native lan

41、guage. This phenomenon is very common, and not the wishes of the teachers control. Now that can not stop teaching should be in keeping with this natural phenomenon. For example, a bilingual in English Writing and the specific phenomenon of thinking. Studies have found that the initial stage of Engli

42、sh writing is not a purely English writing process, students with lower levels of English writing in English writing are often dependent on the mother tongue of thinking. 5 ( P1) Low-grade students to use their mother tongue organizations to enter the mind of every thought, to compare Chinese and En

43、glish, and then translated into English word by word, while in high school students rarely have to write the text by comparing the translation of the phenomenon, but they still would rely on the idea of the content and structure of language, management, the process of writing. Here reflects a low-to

44、 high-end process. In fact, the language has yet to complete systems, and can not afford a thorough understanding of the content of the task, the use of mother tongue in some cases it is absolutely necessary. If teachers insist on students when the force can not exclude that thinking process, someti

45、mes thankless, and even dampen the enthusiasm of the students. 6 (P606) The end, Cognitive Approach to talk about the mother tongue in English teaching role. After World War II, due to the impact of Piaget and Chomskys theory of school crises, and the emergence of cognitive psychology, English langu

46、age teaching methods from the translation of the law has evolved cognitive approach. Cognitive Approach emphasis on learning the subject is students, thus teaching should be student-centered. in teaching the mother tongue should be available starting from the student to teach the target language, al

47、lowing the use of mother tongue, but he does advocate the use of mother tongue as the teaching of the development of gradual reduction. 7 (P106) grasp the main principles of its unique sensitivity to human feeling, to enable students to actively learn and participate actively in the learning activit

48、ies carried out by giving full play to the initiative of students and the principal role. Based on this principle, in English teaching, especially in the initial stage, the mother tongue as an auxiliary means is very necessary to the interest of students start to explore for the purpose of theme-cen

49、tered, often achieving a multiplier effect. For example, teachers in the interpretation of grammatical items (such as Non-finite verb) and there is no similar structures in their mother tongue when teaching, especially to the weaker students for individual counseling, the abstraction of the image, the use of mother tongue becomes very necessary. Has been seen since the role of mother-tongue t