讨母语在英语学习中的积极作用
anotherlanguage.Identifyingthedifferenceswouldleadtothepotentialproblemsthatwrotethefollowing
a
a
betterunderstandingof
learner
ofaparticularsecond
saule
languagewouldface.Lado
words(1957:2)inthe
book:
We
assMlne
thatthestudentwhocomes加eontoetwith
aforeign
language
willfind
some
featuresof#quiteeasyandothersextremelyd够eult.Those
elementsthataresimilartohis
nativelanguagewillbesimpleforhim,andthoseelementsthataredifferentwillbedifficult.
Theteacherwhohasmadeacompar缸on
oftheforeignlanguagewiththe
nativelanguage
ofthestudentswillknowbetterwhatthe
forteaching
them.
reallearningproblemsareandeaBbetterprovide
Under
the‘difference=difficulty’formula,the
all
pedagogicalpractices
advocatedby
Friesandothersencouraged
purposes.Fries
account
expansionofcontrastivestudiesforpedagogical
p1.opesed
thatthemosteffectivetextmaterialsshouidbethescientific
on
oftheTLbased
thecarefulcomparisonoftheMT
and
TL.Healso
believedthetaskoflinguistswast0fredthe
linguistic
differencesbetweenMTand
TL.Thetaskoflanguageteacherswastoprepareforthe
differences
to
be
mughtand
emphasized
to1earuers.11letaskofthelearilel葛was
tolearnthesedifferences.
To
summarize,based
on
behavouristandstructuralisttheodes,CAproponents
emphasizedtwoimportantfromMTtoTL
OOCBI"S
points
inCAll:firstly,theyclaimedthatinSLA.transfer
defmitelyandusuallyitisnegative.Secondly,learning
difficulties
call
be
predictedbYlinguisticdifferences
On
betweentwo
languages.The
ale
degreeofdifficultydependsprimarilytoordifferentfromMTpatterns.
theextentto
whichTLpatterns
similar
1.5.1.2ProblemsofLanguageTransferStudyinCAHypothesis
However,the
behavourist
approachinContrastiveAnalysisHypothesisisnotwithom
problems.Theclaimsmadeabouttherelation
byLadoandFriesaboutthepredictive
andsecond
power
ofCAand
betweenfirst
languageacquisitionfacedserious
challengesinthe1970s.Thepredictivevalidityof
6
many
CAHs
seemed
questionable:
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