从认知心理学角度探讨母语在英语学习中的积极(15)
时间:2025-02-24
时间:2025-02-24
讨母语在英语学习中的积极作用
inevitableforthemtobeaffectedbytheframeworkoftheir
MT.According
a
to
Corder’S“L12L2”formula,thatis.ifuniversaldevelopmentalsequencesplay
roleinacquisition,transfer
can
major
notplay
muchof
a
role.Infact,Odlin’Sempirical
study(198外showedthatcross-linguisticinfluencesworkedintandemwiththe
psychologicalfactorsgoverningdevelopmentalstartingpointofSLA?Isitthe
sequences.What’Smore,what
a
isthe
MT
or
theUG?Thisis
logicquestionallthe
SLA
languagetransferlinguistsshouldanswer.Accordingto
Corder(1981),any
startedfromUGIfthisweretrue.Wecouldassumethatleal'nerswith
salTle
differentMT
backgroundswouldproceedatthespeediIlSLA.However,as
a
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
a
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