从认知心理学角度探讨母语在英语学习中的积极(14)

时间:2025-05-01

讨母语在英语学习中的积极作用

f.ormanyresearchers.erTorswerenothingmorethanindicatorsofdevelopmentalprocessfoundinbotIlfirstandsecondlanguageacquisitionandaccordingly,termeddevelopmctalerrors.Largelyfromthee“dencefordevelopmentalsequences,Dulay,

Burt,Krashen(1974).andothersargued

SLA.Inotherwords,the

structure

thattransferplayedonly

minimalrolein

whethertheTL

MT

appearedtohavelittleinfluence

on

wo雠dbeeasierthananotIlerDulay

and

Bunnoted(1974:52):

Thattmiversalcognitivemechanismsarethe

basis知the

child'so馏anizationoj

target

languageandthatitistheL2systemratherthantheL1systemthatguidestheacquisition

process.

Obviously,Chomsky’S

psychology

majortheorecticalfocusshiftedfrompurelinguisticsto

tothelearner’S

andshiRed

fromtheteacher'Sside

by

side.Based

on

it,

interlanguagetheor),putforward

accordingtoSelinker,is

Selinker(1969)WaSestablished.Interlanguage,

separatolinguisticsystemresultingfromthelearners’

to

attemptedproductionofthetargetlanguagenorms.Itrefers

learners’systematic

languagelearning

Although

processofSLA,whichisindependentofbothoftheir

the

MTandTL.

Selinker(1974)coinedterm“interlanguage",it

wasCorderwhowas

consideredresponsibleforraisingissueswhichbecame

Corder

centraltostudiesofSLA.

argued(1967)thattheappearanceof

error

in

learner'sproductionWaS

e“dence

thatthelearnerisorganizingtheknowledgeavailabletothemal

particular

poimintime.Inthisway,thevalueoferror-makinginlanguagelearningWasconsequentlyreassessed.with

moveawayfromseeing

errorasa

purelynegative

asa

phonomenon.Soundertheinterlanguagehypothesis,SLAwaSdeemedUGreconstruction.As

processof

result,MTtransferinTLlearningWaS

not

givenmuch

prominence

andfellintodisflavor.

1.5.2.2InadequacyofEarlyInterlanguageTheory

Lookingback

on

theearlystageofimerlanguagetheory,itisunreasonable

to

denyits

duerolesMTplaysin

SLA.Whenchildrenandadultslearn

secondlanguage,itis

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