讨母语在英语学习中的积极作用
empiricalresearchwasbeginningtoshowthatlearningdifficultiesdonotalwaysarise
fromCROSS-linguisticdifferencesandthatdifficultiesdo
notalways
predictedbyCA
(Odlin,1989:1刀.An
even
OCC㈣Ce
mo咒seriouschallenge
to
thevalidityofCAisthe
of
errors
thatcannotbeattributedtonativelanguageinfluence.Further
canle
questioningoftheworthofCAthatbecameknowngenerically
fromclassificationoflearners’eTl'Ol'Sinstudies
as
Error
Analysis(EA).Some
erl'ols
se@nltoarise
not
frompurelinguisticdifferences,butfromother¥OUl'ceSsuchastransferoftraining,
thatis,theinfluencesthatarisefromtheway
a
studentistaught(Selinker,1972;
Stenson,1974&Felix,1981).
Somescholars(e.g.White,L.,1986&Rivers,W.,1970)suggestedthatCAhadpredictivepowerandthatcontrastivestudiescouldonly
no
beuseful
afterthefact.In
otherwords,acomparisonoftheMTandTLwillbeusefulfurexplainingwhycertain
eITo幅ariSe,butinthe
absenceofactualdata
a
aboutlearners’errors,little
a
gall
be
reliablypredicted.Howmuch
CAcaIlor
shouldpredicthasremained
controve娼ial
questionup
to
thepresent.Therefore,theBehaviourismwasstepbysteplosingits
popularity.
1.5.2
LanguageTransferin
InterlanguageHypothesis
resultoflearner's
Inthisperiod,SLAWas
no
longer
a
MTtransfer.The
riseof
Chomsky’SUniversalGrammarSaWtheneworientationoflanguage
transfer如砌y.
1.5.2.IUniversalGrammarandInterlanguageHypothesis
1k
foundationof
Chomsky’S
UniversalGrammar(UG)istheinbornLanguage
Acquisition
Devices(LAD).UGisprepmgrammed
beginningto
ineveryone’smindanditis
not
activatedupon
learn.The
errors
empiricalresearchesinthe70sshowed
onlythesimilarityofSome
madebylearnersofmanydifferent
or
language
backgrounds,butalsothe
similarity
someerro墙in
beth
first
and
secondlanguage
acquisition.What’S
errors
more,EAofthe1960s
and
1970s
showed
thatsome
typesof
arecommoninmanysecondlanguagespeakerswithdifferent
7
M1b.Therefore.
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