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1、中国英语学生学习英语辅音与辅音群之优选论分析----英语毕业论文-->Chapter1Introduction1.1OriginoftheresearchtopicIntheprocessofteachingphoics,Ifoundmanystudentshavemoreorlesspronouncingmistakes,mostofistakesinEnglishconsonants(CESS,hereafter)andEnglishconsonantclusters(ECCS,hereafter),suchasgreattoetc.NomatterhoanytimesIcorrec
2、tedthem,Icanonlyseeatemporaryeffect.Thisphenomenonmakesboththestudentsandteachersfrustrated.Therefore,Idecidedtolookthroughtherelatedreference.Afterabriefrevieanyscholars.TheContrastiveAnalysisofhypothesis(CAH,hereafter)isthemaintheoryonnativelanguagetransfer.Hoanyproblems.IftheelementsinL2aremuc
3、hmoresimilartothoseinLI,itentsinL2aremuchdifferentfromthoseinLI,ituchmoredifficultforthelearnerstoacquireandeventocorrect.ThereasonisthattheLIplaysastrongerroleofnegativetransferthanpositiveone.Therefore,nativelanguagetransfercanonlyexplainacertainamountoftheerrorsanditisn'tabletosolvealltheprobl
4、emsthoroughlyandpletely.Fortheresearch,someserendipitousfactorsexist.UptonoanyscholarsstillholdnativelanguagetransfertoexplainL2phonology.…………..1.2TheoreticalandPedagogicalSignificanceUntilnosandYam,2001;BroseloesticdevelopmentofOTframeaticandthoroughasabroad,onlyafeakingtheirresearchesunderthefr
5、ameeorescientificandpletepatterntoexplaintheproblemsinL2phonology.Moresignificantly,thepresentresearchisdifferentfromthepreviousones.ItisthefirsttimethatthepresentresearchbinesbothandECSandECCSasaprovethedevelopmentofL2consonantacquisition.Pedagogically,mostoftheL2phonologicalresearchesstillrelyo
6、nthenativelanguagetransferasthetheoreticalbasis.Asmentionedabove,therearesomeserendipitouselementsinthenativelanguagetransferinthatitcanonlyexplainpartoftheerrors.elydifferenttheoryfromthenativetransferlanguage.Indailyteaching,teacherscanoutbreaktheteachingmodelofperceptuallyblinderrorcorrection,
7、startistakesinfinalESCandECCS,rationallyhelpthestudentsreducepronouncingmistakesintheperspectiveofdifferentre-rankingofconstrainthierarchyi-->nChineseandEnglishSyllablestructure,andconsequently,improvetheself-aalityThe
