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
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
a
minimalrolein
whethertheTL
MT
appearedtohavelittleinfluence
on
wo雠dbeeasierthananotIlerDulay
and
Bunnoted(1974:52):
Thattmiversalcognitivemechanismsarethe
basis知the
child'so馏anizationoj
o
target
languageandthatitistheL2systemratherthantheL1systemthatguidestheacquisition
process.
Obviously,Chomsky’S
psychology
majortheorecticalfocusshiftedfrompurelinguisticsto
tothelearner’S
andshiRed
fromtheteacher'Sside
by
side.Based
on
it,
interlanguagetheor),putforward
accordingtoSelinker,is
a
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.
a
argued(1967)thattheappearanceof
error
in
learner'sproductionWaS
a
e“dence
thatthelearnerisorganizingtheknowledgeavailabletothemal
particular
poimintime.Inthisway,thevalueoferror-makinginlanguagelearningWasconsequentlyreassessed.with
a
moveawayfromseeing
errorasa
purelynegative
asa
phonomenon.Soundertheinterlanguagehypothesis,SLAwaSdeemedUGreconstruction.As
a
processof
result,MTtransferinTLlearningWaS
not
givenmuch
prominence
andfellintodisflavor.
1.5.2.2InadequacyofEarlyInterlanguageTheory
Lookingback
on
theearlystageofimerlanguagetheory,itisunreasonable
to
denyits
duerolesMTplaysin
SLA.Whenchildrenandadultslearn
a
secondlanguage,itis
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