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1、hwsy@overseaen.comISSN1009-50392016年3月2016年3月http://www.overseaen.comOverseasEnglish海外英语OverseasEnglish海外英语Tel:+86-551-6569081165690812TheRoleofMotherTongueinTargetLanguage’sCognitiveDimensionWangMeng(EnglishDepartment,ChinaInstituteofIndustrialRelation,Beijing100037,China)Abstract:Ithassel
2、dombeengenerallyacknowledgedthatwhethernegative,beneficialortowhatextenttheroleofL1playsintheprocessofL2acquisition,thoughthere’slongbeenapopularbeliefthatL1isinevitableandplaysanextremelysignificantroleinL2development.Inthisarticle,afterrelevantliteratureishistoricallyreferredto,theroleofL
3、1thatplaysinL2learningprocessisexaminedinthecognitivedimensionoflanguage,withsomesecondaryresearchesbeingdiscussed.Keywords:language;cognitive;dimension中图分类号：H0文献标识码：A文章编号：1009-5039(2016)05-0185-021LiteratureReviewingtheroleoftheL1inthedevelopmentofL2istotrytounder⁃standthefunctionofuninter
4、ruptedcognitivedevelopment.Little⁃Hopkins(1988)claimsthatmothertongueispartofaper⁃wood(1984)arguesthatthelearneruseshisorhercognitiveknowl⁃son’sessence,andrelatedtohisorheremotions,worldoutlookedgeoflanguage,gainedfromthemothertongue,tolearntoorga⁃andevenidentity.Therefore,denyingtherolefor
5、thelearner’sL1nizethesecondlanguagedata,andthatthisisbotheconomicalandintheL2developmentseemsreckless.Atkinson(1987)alsopointsproductivesinceitmeansthelearnerdoesnothavetodiscoverev⁃outthatthereisacontradictionbetweenthefactsthatwe’reawareerythingfromscratchverylittleforsureaboutwhatcompris
6、eseffectivelanguagelearningInfact,thetwostudiesinthepreviousparthavenotonlydem⁃butteachersareoftentooreadytoimposetheirviewsonlearnersonstratedthatL1supportsofthedevelopmentofL1intasksoflin⁃regardlesswhatthelearnershelpful.Sincestudentsthinkturningguisticdimension,butalsosimultaneouslyprove
7、thatL1functionsbacktoL1willhelpthem,anditprobablywill.Danchev(1992)asaneffectivetoolfordealingwithcognitivelydemandingcontentagreesandstatesthatwheneveroneislearningatargetlanguage,oflearners’secondlanguage(Behan&Turnbull,1997).Theyar⁃oneinfactisturningt
