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PositiveTransferofMotherTongueintheRuralPrimarySchoolEnglishTeaching论母语在农村小学英语教学中的正迁移Contents1Introduction2Languagetransfer2.1Thedefinitionoflanguagetransfer2.2Positivetransferofmothertongue3Therelationshipbetweenmothertongueandtheforeignlanguagelearning4ThereasonsofusingmothertongueintheruralprimaryschoolEnglishteaching4.1ThecurrentsituationofEnglishlearningintheruralprimaryschool4.2ThepositivetransferofmothertongueintheruralprimaryEnglishteaching4.2.1Helpinglearnphonetic4.2.2Helpingexplaincontratwordsandexpressions4.2.3Helpinglearngrammar4.2.4Helpingenhancetheinterestoflearning5TheimplementationofusingmothertongueintheruralprimaryschoolEnglishteaching6ConclusionBibliographyAcknowledgements论母语正迁移在农村小学英语教学中的运用摘要:在语言学的漫长发展史中，如何合理使用母语是一个相对古老的话题，但是却很少有人去研究在农村小学的实际条件下应如何合理使用母语。随着母语在外语教学中积极作用的认识和研究越来越受到关注，人们已经不再片面地强调其负面作用，而是表现了一种更为理智和实事是的态度:合理利用母语在知识和技能上的帮助和正迁移，能有效地促进外语知识的理解与深化，能有效地促进英语学习。论文首先从语言迁移理论出发，分析母语的正负迁移。同时，论文还指出了母语与外语学习的关系。然后，论文对母语知识在农村小学英语教学的积极作用作了粗略的梳理和分析，并着重从教学实践方面对母语与农村小学生英语学习的相关性问题作了初步的探讨，分别从目前农村小学英语教学的形势和母语在英语教学中对于学习发音，记忆单词，讲解语法和提高学习兴趣上的积极作用，分析了在农村小学英语教学中应该使用母语的原因。最后得出在农村小学英语教学上运用母语的启示：教师应充分发挥母语的积极作用，在教学实践中合理地运用母语，以期取得更佳教学效果。关键词:母语正迁移农村小学英语教学 TheUseofMotherTongueintheRuralprimarySchoolEnglishteachingAbstract:Intheprocessoflinguisticstudy,howtousemothertongueproperlyisarelativelyolddisciplinceinlinguisticstudy.Butfewpeoplestudyitintheconditionofruralprimaryschool.Inthispaper,basedonthelanguagetransfertheory,therearepositiveandnegativetransfersinEnglishteachingteaching.Atthesametime,thepaperpointsouttherelationshipbetweenmothertongueandforeignlanguagelearning.Then,thepapergivesthereasonsofusingmothertongueintheruralprimaryschoolEnglishteachingandthepositivetransferofmothertongueinlearningpronounciation,rememberingwords,explaininggrammarandenhancingtheinterestoflearning.LastfromtheimplementationofusingmothertongueintheruralprimaryschoolEnglishteaching，theteachershouldmakefulluseofthepositivetransferofmothertongue,andusemothertongueproperlytoachievethemostsatisfactoryteachingresult.KeyWords:mothertonguepositivetransferruralprimaryschoolEnglishteaching IntroductionInthehistoryoflanguageteaching,theattitudetowardstheuseofmothertongueintheforeignlanguageteachingchangeddramaticallyovercenturies.Butfewpeoplestudyitintheconditionofruralprimaryschools.Intraditionalforeignlanguageteaching,mothertonguewasthesole“mediumofinstruction”(VivianCook,1993)However,inthepastfewdecades,atrendoflimitingtheuseofmothertonguehasbeeninvogue.Themethods,suchastheAudio-Visual,theFunction-Notional,theDirectmethodandCommunicative,etc,maintainthatmothertongueshouldbelimitedorabandonedinEnglishteaching.Uptonow,ithaslongbeenacontroversialissuewhethernativelanguageshouldbeinvolvedinforeignlanguageteachingandleaning.ManylinguiststhinkthatusingmothertongueinEnglishteachingwillleadtoweakpragmaticcompetenceandchinglish.SomothertongueshouldbelimitedorabandonedinEnglishclass.However,theyneglectthecurrentsituationinprimaryschool,especiallyinruralhighschool,suchasthelearners'aimandmotivationoflearningEnglish,theexperienceofnativelanguagelearning,teachers'professionallevel,theenvironmentofEnglishlearning,andsoon.Theyoverlookthesignificanceofusingmothertongueinarousingmoreoflearners'interesting,inraisingtheefficiencyofEnglishteachingandlearning,inclearingawaytheobstaclesinEnglishlearning,indevelopinglearners'linguisticcompetenceasawhole.Infact,fromthecurrentsituationofthecountry,itisdifficulttoleadruralprimaryschoolstudentsdirectlyto“thinkinginEnglish”withouttheuseoftheirmothertongue.SohavingaproperunderstandingoftheuseofmothertongueintheruralprimaryschoolEnglishteachingissignificanttoimprovethequalityofEnglishteaching.2Languagetransfer2.1Thedefinitionoflanguagetransfer“Transferistheinfluenceresultingfromthesimilaritiesanddifferencesbetweenthetargetlanguageandanyotherlanguagethathasbeenpreviously(andperhapsimperfectly)acquired.”(Krashen,1981)Ifthistransfercomesfrommothertongue,itiscalledmothertongue’stransfer.“Languagetransferreferstothephenomenonthattheinfluenceoflearners’mothertongueonthesecondlanguage’sacquisitionanddevelopment”(Ellis,1985)TransferisalearningstrategyemployedbylearnersinL2learning.AsLadoputit"Individualstendtotransfertheformsandmeaningsoftheirnativelanguageandculturetotheforeignlanguageandculture一bothproductivelywhenattemptingtospeakthelanguageandtoactintheculture,andreceptivelywhenattemptingtograspandunderstandthelanguageandthecultureaspracticedbythenatives."(Lado1957:2)Thislearningstrategynotonlyhelpsbutalsohampersforeignlanguagelearningbecausetransfercanbepositiveandnegative.Whenpeoplelearnanewlanguagetheywillbegenerallyaffectedbymothertongue.Theforeignlearningbeginnersarenotfamiliarwiththerulesoftheforeignlanguage,andtheyonlycanrelyonmothertongue.Therefore,thecontentofmothertongueisveryeasytoinfluencetheuseoftheforeignlanguage.7 2.2PositivetransferofmothertongueLanguagetransferincludespositivetransferandnegativetransfer.Whenlearningfromonesituationassistslearninginanother,thisisreferredtoaspositivetransfer.Thepositivetransferismostlikelytooccurwhenlearnersrecognizecommonfeaturesamongconcepts,principles,orskills.Whenthetheoryisappliedtolanguagelearning,itisnamedthepositivetransferamonglanguages,whichdoexistinthelanguagelearning.Becausetherearesimilaritiesamongdifferentlanguagesintheworldandthefirstlanguagefacilitateslearningwherethenativelanguageandtheforeignlanguagestructuresarethesame,positivetransferisveryhelpfultoforeignlanguageteachersandlearners.Thatistosay,learners'mothertonguecanfacilitatetheirforeignlanguagelearning.Moststudieshasemphasizedthenegativetransferofmothertongueinforeignlanguagelearning.However,nobodycanignorethepositiveroleofmothertongueintheforeignlanguageteachingprocess.Thismeansthatinordertolearnforeignlanguagewell,weshouldtakeadvantageofpositivetransferandatthesametimetryourbesttoavoidnegativetransfer.Teachersarekeyfactorofteachingandlearningprocess.TheyshouldresearchMother'sPositiveTransferTheory,andformulateeffectivestrategiestohelpstudentslearnEnglishwell.Theyusemothertongueintheclassroom"teach-practice-do"activitiesappropriately.3TherelationshipbetweenmothertongueandtheforeignlanguagelearningLay(Cohen,2000:174)foundinacasestudyoffournativeChinese-speakingESLstudentsattheprimaryschool,therewereanumberofbenefitsfromthinkingthroughthemothertongue:(a)greatereaseatbrainstormingabouttopicsandfindingpointstomakeaboutthem;(b)increasedfacilityatraisingquestions;(c)increasedlikelihoodofbeingabletoworkthroughcomplicatedideas;(d)easeatrecallingpastexperiences;(e)greaterfacilityatevaluatingtheorganizationoftheessay;(f)theenhancementoftheirself-expression;(g)theavailabilityofgreaterlexicalvariety;and(h)greaterpropensitytodisplayculturalsensitivity.Theresearchhaveshownthatpositiveimpactofthemothertongueinthetargetlanguageteachingandlearningshouldbevaluedratherthanignored.Allthestudentsdonotstepintotheteachingroomwithemptyheads,themothertongueisalsonotacoatthatcanbetakenoffandthrowitawaybeforeenteringintotheforeignteachingroom.Onthecontrary,theconceptsofmothertonguearefirmlyfixedintheirminds,andtheforeignlanguagelearningisalsorelatedtotheknowledgethattheyhaveexperienced.SotheycannotignorethetransferofmothertongueandonlyuseEnglishtothink.Itisnaturalforthemtoregardmothertongueasamediumtolinktheforeignlanguageandtheirthinkingtogether.4.ThereasonsofusingmothertongueintheruralprimaryschoolEnglishteachingAsweknow,anyforeignlanguageteachingandlearningactivitiesareconductedafterthelearners7 haveacquiredtheirmothertongue.Forexample,inprimaryschoolinchinaallthestudentsbegintolearnEnglishaftertheyhaveacquiredChinese,whichinevitablyhassomeinfluenceontheirEnglishlearning.TheideaseemedtogetaroundthatusingmothertongueintheEnglishclasswasa“badthing”.EverythingshouldbedoneinEnglish,givingthelearnersmaximumexposuretoEnglish.Thisisfineinprinciple,buttherealityturnsouttobesomewhatdifferent.WhileitisperfectlypossibletouseonlyEnglishinteaching,thisapproachfailstotakeaccountofanumberoffactors.Obviously,fromthecurrentsituationoftheruralprimaryschoolinChina,itisimpossibletoignoremothertongueandonlyuseEnglishtoteach.ThefollowsaresomereasonsofusingmothertongueinEnglishteaching.4.1ThesituationofEnglishlearningintheruralprimaryschoolChineseruralprimaryschoolstudentsare,strictlyspeaking,learningEnglishasaforeignlanguage.TheyarejustlearningEnglishinaChineseenvironment.Theirlisteningandspeakingabilitiesareverypoor.Andtheteachers'professionallevelareweakpointsinmanyChineseprimaryschools.It'sabigchallengeforthemtouseEnglishalltheclass.Atschool,studentshaveonlytwoorthreeEnglishclasseseveryweekandalltheotherclassesaregiveninChinese.Andthesizeoftheteachingisusuallyabout50students,whichistoocrowdforallthestudentstohaveenoughchancetopracticeEnglish.Wewillalsofindcasesoflearnerswhobeginwithpositiveattitudesbutwho,foronereasonoranother,experienceinadequatelearningopportunities,failtoprogressastheyexpected,andconsequently,becomemorenegativeintheiroutlook.(RodEllis,1994:198)Itisverydifficultytoacceptthemethodofnon-mother-tonguebythesestudents.So,teachersusuallyuseChineseinordertocompletetheteachingtaskandmaintainstudents'interesting.Ontheotherhand,thechiefobjectiveforruralprimaryschoolstudentstolearnEnglishistogetenoughscorestopasskindsofexam,whichmainlyfocusonvocabulary,phrasesandgrammar,butnotpragmaticcompetence.Becauseofschedule,teachershavetoteachgrammaragainandagaininChinesesothatstudentscompletelymaster.Thatistosay,theirmotivationissomehowmisled.Testsinfactbecomeindispensablecomponentsofacurriculum.Testscanaidlearninginanumberofways(H,D,Brown,1994).Manytypesoftestshavebeendesignedtoexaminestudents'linguisticcompetenceinchina,butnosystematictestsforpragmaticcompetencearegiventostudents.Soifwedon'tintroduceanewtextandassessmentsystem,it'simpossibleandunrealisticabandoningmothertongueinruralprimaryschoolEnglishteaching.7 4.2ThepositivetransferofmothertongueintheruralprimaryEnglishteachingMothertongueplaysapositiveroleinEnglishteaching,whichindicatesthatitisnot"interference",but"intercession",anda"resource"whichstudentscanresorttoformakingupinsufficiencyoftheEnglishknowledge.4.2.1HelpinglearnphoneticWhenstudentsbegintolearnanewphoneticsystem,whattheymainlyfocusonarethespeechorgans,themannersofarticulation,theplacesofarticulation,whichisdifficultfortheprimarystudents.Astomostofthespeechorgans,thestudentsevendon'tunderstandtheChinese,nottospeakoftheEnglish.Thereforeunderstandingisapremiseinlearningphonetic.UsingtheEnglishtoexplainagainandagainistootime-consumingandineffective,ifnotimpossible.Onthecontrary,iftheteachersusemothertongue,thestudentswillnothavetheobstaclein字面上understanding.InPhonetic,thesonudofmothertonguealreadyexistinginEnglishlearningprocesswillfacilitateitsacquisition.Forexample,thestudentsinlearningofEnglishletters"I"/ai/pronounciation,isnotsimplyidentifyimitation,yetcomparewiththeChinese"ai"pronounciation,thenidentifytheirsimilaritiesanddifferences,andyouwilleasilysend"I"tothesound.Andwhenlearningconsonantsof/b//d//g/,itisalmostsimilartothemannersofarticulationoftheChinese拼音,“b”“d”“g”.ThemothertongueplaysapositiveroleintheprocessofmasteryEnglish.Soiftheteacherstakeintoconsiderationofusingmothertongueappropriatelyinlearningphonetic,itismoreeasierforthestudentstogetthepoint.4.2.2HelpingexplaincontratwordsandexpressionsAsisknown,vocabularyisamainobstacleforlearnersinEnglishlearning.However,“Itwillbemorefruitfultoteachabstractwordsorconceptswithappropriateuseofmothertongueinsecondlanguageteaching”(LiuTing,2006).ThisistruewithEnglishteaching.WhenstudentsarelearningEnglish,theyalreadyhaveacquiredaseriesofinformationaboutmothertongue'sknowledgeandcognitivecompetence,thustheycoulduseChinesetoexplainsomeabstractnouns,suchas:memory,time,culture,etc.Teachingwillbetime-consumingandineffectiveifEnglishisusedexclusivelytoexplainthemeaningsofthesewords.Teacherswillmakeeveryefforttohelpstudentsunderstandthesemeanings,butstudentswillstillfeelconfusedthoughtheymayhavelistenedtotheteachersattentively.Asamatteroffact,whenlearningEnglish,“studentshavealreadyformedtheabilitytoacceptnew7 knowledgewhichisexpressedintheirmothertongue”(Kecskes,2000).Thestudentsaremorelikelytoadoptthemothertongueunconsciouslyinthefoundationstage,whichisafacilitatorinEnglishlearning.Therefore,whenintroducingtheseabstractwords,theteacherscanmakeanappropriateuseofmothertongue,forinstance,usingjiyitoexplainmemory,shijiantoillustratetimeandwenhuatoexplainculture,respectively.Withthebackgroundknowledgetheyhavemastered,thestudentswillbeclearaboutthemeaningsofsuchwords.Moreover,alotoftimecanbeconservedforotherteachingactivities.4.2.3HelpinglearngrammarInEnglishlearning,grammaralsoplaysaveryimportantrole.Withoutgrammar,languagewillbedisorderlyandincomprehensible.TherearealotofgrammaticalpointsthatexistinEnglishbutdonothavethesameequivalenceinChinesesuchastheconceptofnumberandtense.Andtherearealotofgrammaticalruleswhicharetooabstractforthestudentstoaccept.Heretakestheexplanationofaspectforexample.Thereisacommonphenomenonthatlearnersalwaysprefertosay“Heissleep”and“Hesleeping”ratherthan“Heissleeping”.SincewedonothaveprogressiveaspectinChinese,thisconceptisabstractforstudents.UsingEnglishtoexplainthispointwillmakeitmoredifficultforstudentstounderstandthisconceptfortheyarenotfamiliarenoughwithEnglishdescriptionofaspect.“Mothertonguecanbeusedtoexplaintheabstractconcept”(ZhangQi,2009).Becauseoffamiliaritywithmothertongue,usingmothertonguewillmakeiteasierforstudentstoacceptthisconcept.AndalthoughChineseandEnglishinthesentenceareverydifferent,yetChineseandEnglisharesubstantiallythesameintheorderofwordindeclarativesentence.Forexample,“gaosuwozhengxiang”Tellmethetruth.ThisisbecausetheEnglishandChinesearesimilarinnatureinthedeclarativesentence,thatissubject+predicate+object,whichisnativetoachieveamigration.Makingfulluseofmigrationlaws,teachersplayaleadingroleinthefullmobilizationofstudentstoincreasetheirefficiencyinlearningEnglishsothatstudentslearneasilyandhappily.4.2.4HelpingenhancetheinterestoflearningAsanoldsayinggoes:Interestisthebestteacheroflearning.Athingthatstudents7 haveadeepinterestcanpromotetheirlearningactivities.Onthecontrary,itcanpreventtheirlearning.Theideaofabandoningmothertongueistoostressfultomanyruralprimaryschoollearnerswhoneedasenseofsecurityintheexperienceoflearningaforeignlanguageatthebeginningoflearning.Whatismore,theabilityofeachstudentisdifferent.Theymayhaveapoorlistening,orevenhaveapoorbasicknowledge.SointhefullEnglishteachingtheycannotkeepupwiththeteacher,eventhoughtheywanttolearnwell.Fromthereallife,studentsoftenusetheirmothertongueasasupplementarymethodinEnglishlearning.IfweforcethemtothinkinEnglish,itwouldmakethemfeelnervousandthinkEnglishistoohardtolearn.Gradually,theywillfeelfrustrated,andthenlosetheirconfidence,atlastlosetheirinterestoflearning,maybetheywouldneverliketolearnitanymore.However,iftheteacherusesmothertonguetoexplainsomeabstractordifficultexpressionsappropriately,anotherresultcancomeout.5.TheimplementationofusingmothertongueintheruralprimaryschoolEnglishteachingTakingtheinfluenceofmothertongue,therelationshipbetweenmothertongueandforeignlanguage,thecurrentsituationoftheruralprimaryschool,andtheadvantagesofmothertongueintoconsideration,itisimpossibletoabandonmothertongueintheruralprimaryschoolEnglishteaching.It'sgenerallyagreedthatEnglishteachersshoulduseasmuchEnglishastheycaninteaching.However,itdoesn'tmeanthatmothertongueshouldbecompletelyavoided.Onthecontrary,mothertongue,ifproperlyemployed,canhelpstudentsunderstandEnglishbetter.ThisisbasedonthefactthatprimaryschoolstudentsdonotacquireEnglishfromscratch,butlearningEnglishwithmothertongueasitsfoundation.AsruralprimaryschoolstudentsarestilllackofEnglishknowledgeandstillhavedifficultyinunderstandingwhatisexplainedinEnglish.Therefore,mothertonguebecomesanindispensabletoolinanEnglishteaching.Studentswillbenefitfromthemothertonguebecausetheycan"borrow"thecognitivestrategylearningandthinkinginthemothertongueintotheEnglish.Englishteacherscanatleastemploymothertongueto(a)illustratethepronunciationofphonetic,(b)explainmeaningsofsomeabstractwordsandexpressions,(c)explainthegrammaticalsystemofEnglishincomparisonwiththemothertonguewhennecessaryand(d)arousestudents'interestandcheckstudents'levelofcomprehension.Inthisway,thetimecanbesavedtocarryoutotherteachingactivities.Ofcourse,teachersshouldalwaysbearitinmindthatmothertongueshouldonlybeusedwhennecessaryandtheyshouldtrytheirbesttocreateanEnglishsettingforthestudentssothatthestudentscanhavemoreexposuretoEnglishduringthe7 limitedtimeinteaching.6.ConclusionThispaperhasmadeanattempttodescribethereasonsandwaysforusingofmotherlanguageintheruralprimaryschoolEnglishteaching.Firstly,basedonthetheoryoflanguagetransfer,andtherelationshipbetweenmothertongueandforeignlanguage,theinfluenceofmothertongueinEnglishteachingshouldbetakenintoconsideration.Secondly,accordingtothecurrentsituationofChineseruralprimaryschoolandtheadvantagesofmothertongue,itisnecessarytousenativelanguagemothertongueinEnglishteaching.Atlast,thelearnerstudentsandtheteachersshouldusemothertongueintheruralprimaryschoolEnglishteachingproperly.However,therearesomeotheraspectsaresuggestedinthefutureresearch.Suchas,itisnecessarytoconductacomparativeresearchofthelanguagetransferbetweenpositivetransferandnegativetransfer,andgivemorestrategiesoflearningEnglish.Asdiscussedabove,thetransferofmothertongueisinevitable.Theteachershouldtrytomakefulluseofmothertongueandreducenegativeinfluencesthroughcontinuedlearningandconstanttraining.Bibliography[1] Ellis,Rod.UnderstandingSecondLanguageAcquisition[M].Shanghai:ShanghaiForeignLanguagePress,1985:67.[2] IstvanKecskes.ForeignLanguageandMotherTongue[M].Shanghai:PsychologyPress,2000,(6):121-140.[3] JackC.Richards.TheStudyofSecondLanguageAcquisition[J].ForeignLanguageworld,1997,(1):48-72.[4] S.Krashen.PrinciplesandPracticeinSecondLanguageAcquisition[M].Shanghai:Shanghaiforeignlanguageeducationpress,1981,(9):270-273.[5] Vivian,Cook.SecondLanguageLearningandLanguageTeaching[M].NewYork:St.Martin’sPress,1993,(3):15.[6]郭铭华.论母语在外语课上的作用[J].外语与外语教学,2002,(4):1-6.[7]贺敏芳.母语在英语教学中所起的作用[J].哈尔滨职业技术学院学报,2007,(1):1-6.[8]刘婷.母语在英语教学中的作用[J].文教资料,2006,(28):1-4.[9]王晓宏,罗芸.论英语教学中的母语使用[J].基础教育外语教学研究,2008,(4):1-4.[10]张琦.从母语在英语教学中的应用看母语正迁移对英语学习的影响[J].科技信息,2009,(8):1-6.Acknowledgments7 Atthepointoffinishingthis paper,I’dliketoexpressmysincerethankstoallthosewhohavelentmehandsinthecourseofmywritingthispaper.Firstofall,I'dliketotakethisopportunitytoshowmysinceregratitudetomysupervisor,Ms.Wang,whohasgivenmesomuchusefuladvicesonmywriting,andhastriedherbesttoimprovemypaper.Secondly,I’dliketoexpressmygratitudetomyteachingmateswhoofferedmereferencesandinformationontime.Lastbutnottheleast,I’dliketothankthoseleaders,teachersandworkingstaffinMianyangNormalUniversityandespeciallythoseintheSchoolofForeignLanguages.Withouttheirhelp,itwouldbemuchharderformetofinishmystudyandthispaper.XX7
