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从认知心理学角度探讨母语在英语学习中的积极作用(15)

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讨母语在英语学习中的积极作用

inevitableforthemtobeaffectedbytheframeworkoftheir

MT.According

to

Corder’S“L12L2”formula,thatis.ifuniversaldevelopmentalsequencesplay

roleinacquisition,transfer

can

major

notplay

muchof

role.Infact,Odlin’Sempirical

study(198外showedthatcross-linguisticinfluencesworkedintandemwiththe

psychologicalfactorsgoverningdevelopmentalstartingpointofSLA?Isitthe

sequences.What’Smore,what

isthe

MT

or

theUG?Thisis

logicquestionallthe

SLA

languagetransferlinguistsshouldanswer.Accordingto

Corder(1981),any

startedfromUGIfthisweretrue.Wecouldassumethatleal'nerswith

salTle

differentMT

backgroundswouldproceedatthespeediIlSLA.However,as

matteroffact,

therewerehllgedifferences.Aratherlargenumberofstudiescomparingthegrammar,

vocabulary,and∞forthoflearners’differentMTsindicateacquisitiondifferences

attributabletoCROSS-linguistic

influences.Withtheprogressof

transferresearches,

therehaveappearedsomestudiesthatrendermoreevidenceofhowtransferiI哺朗.acts

withmanyotherfactorsinlanguageacquisition.

1.5.3

LanguageTransferinCognitiveFramework

ItWasinthebeginningofthe80slastcenturythatthecognitivelearningtheorygotrealinvolvement

in

language

transfer

study.At

this

time,thepsychological

on

frameworkforSLAisfirmlycognitive.Cognitivepsychologyfocusespsychologicalprocessof

people’S

acquiring

new

knowledge.Language

cognition,asvery

importantpartofthecognitivestudy,conter¥onhowthenewlanguageknowledgeis

acquired,preserved,transformedandutilized.Thestudyof

therefore,triestolearnersdecide

to

accountforthe

languagetransfer,

psychologicalmechanism

as

towhenandwhy

use

transferandinwhich

formtheMTtransfertakesplace.

AccordingtoCognitivism’Sbasicclaimthatthelearningofnewknowledgeheavily

depends

on

theprioracquired

or

knowledge,mothertonguetransferCannoverbe

underestimated

ignored.

Manyempiricalstudies(Ringbom,1987&KeUerman,1977,1979,1983)using

the

psyeholingnisticapproach

suggestthatthepartplayedby

MT

inSLAis

gooddeal

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