朋友让我帮忙翻译的毕业论文，大家指正！！
本文根据外语教学的最终目的提出母语在外语教学中的促进作用的观点。并从语言和思维的联系理论、心理学和在实际教学中的理论依据论述在外语教学的实践过程中母语在讲解生字词,语言基础知识,语法要点,深层含义,及课堂上的运用所起到的促进作用.阐述母语在外语教学中的促进作用In this paper we put forward the view that mother tongue promotes foreign language teaching based on the ultimate purpose of foreign language teaching. And from the combined theory of language and thinking, psychology and the theory foundation in practical teaching, we also discuss that mother tongue plays an important role in explaining new words, basic knowledge of language, grammar points, the underlying meaning and its applications in class in the process of foreign language teaching practice to expound the significant role of mother tongue in English teaching.
在名目繁多的外语教学法中,对母语的态度可以概括为两类:一类主张利用母语:一类主张排斥母语.第一类教学法以认知教学法为中心,包括传统的语法翻译法,主张从学生已有的知识出发来学习新知识.认为母语是学习者共有的知识,应该在教学中广泛利用,没有必要排斥.第二类教学法以听说法为中心.包括直接法,自然法,视听法等.主张把第一语言习得的原则运用到第二语言的学习上,其理论基础是结构主义语言学和行为主义心理学.认为语言是习惯的综合体系,第二语言是独立于母语的一套习惯,学习外语就是要养成一套新的语言习惯,而第二语言学习中的错误主要或全部来源于母语的干扰.
Among the numerous foreign language teaching methods, the attitude towards mother tongue can be summed up into two categories: one is that those who advocate the use of mother tongue and the other is that those who reject it. The first approach centers on the cognitive teaching method, including the traditional grammar-translation method, which holds the idea of obtaining new knowledge from the knowledge that the students have already grasped and mother tongue being the common knowledge of all learners, which should be widely used in teaching and is no need to reject. The second type of approach centers on listening and speaking teaching method, including direct method, natural method, listening and speaking teaching method, etc, which advocates that we should apply the principle of first language acquisition to the learning a second language. Theoretically, it is based on structural linguistics and behavioral psychology, holding that language is the habitual comprehensive system. The second language is a set of habits independent of mother tongue. In order to learn a foreign language, we must acquire a new linguistic practice. The mistakes while you learn a second language mainly or entirely come from the interference of mother tongue.
随着认知科学和心理学的发展,主张排斥母语的观点已经逐渐被人们摒弃.因为,语言本质上是创造的.人们说的每个句子几乎都有所创新,不能把语言简单的理解为一种习惯.其次.人的知识是一个系统的整体,学习者原有的知识必然成为新学知识的参照系数.并对其产生一定的影响.汉语作为母语,对中国英语学习者的影响根深蒂固.在英语教学过程中.完全排斥母语是不可能的.相反.适当运用汉语会受到好的教学效果.一些研究者指出外语教学中排斥母语的教学理论没有任何心理学.语言学和教育学的理论依据. 母语的优势可以体现在语法翻译教学法,自觉对比法,认知法.语法翻译教学法以培养学生的阅读能力和训练学生的心智为主要目的.把语法分析和翻译作为基本教学内容和手段.母语是教学语言.自觉对比法强调讲解语法规则,对比外语和母语的语法现象,主张依靠母语进行翻译和对比.认知法重视发挥学生的智力因素,强调认知语法规则.培养实际语言运用能力.学生的已有知识经验对外语教学能够起积极作用,因而在外语教学中应当充分利用学生的母语知识.
With the development of psychology and cognitive science, the view of exclusion of mother tongue has been gradually abandoned. Because language is created essentially, there are innovations in almost each sentence people say. Therefore, language should not be simply understood as a habit. Second, people's knowledge is an overall system. A learner’s original knowledge will necessarily become the reference of the new knowledge and exert some influence. As the mother tongue, the Chinese language has the deep-rooted impact on English learners in China. In the process of teaching English, it is impossible to reject mother tongue completely. On the contrary, the proper use of the Chinese language will produce a good teaching effect. Some researchers have suggested that the exclusion of the mother-tongue teaching theory is not documented in psychology linguistics and education. The advantages of mother-tongue reflect in the grammar-translation teaching method, conscious contrast method, cognitive method. The main purpose of grammar-translation teaching method is to cultivate the reading ability and to train the students’ thinker and put the syntax analysis and the translation as the basic teaching content and method. Mother tongue is the teaching language. Conscious contrast method emphasizes on grammar rules comparing the grammars between foreign languages and mother tongue and holding that translation and contrast should be done by means of mother tongue. Cognitive method emphasizes on student’s intellect and cognitive grammar rules and develops their practical ability to use a language. Students’ original knowledge and experience play a positive role in foreign language teaching. Therefore, we should take full advantage of the knowledge of student’s mother tongue.
英语教学经验告诉我们,在外语课堂上恰当地利用母语,能使外语的教与学更有成效。近年来随着人们对母语迁移理论的重新认识和深入研究发现,母语对外语学习和外语交际能力的培养也同时存在相当大的促进作用。这意味着具有良好的母语交际能力的外语学习者,其外语交际能力的获得相对容易一些。同样,如果学习母语与目的语的语言结构上相近,文化背景相似,交际能力的正迁移发生的概率和规模就越大。同时,目的语的学习与掌握不是一种孤零零的语言现象。虽然要有效得体地用目的语进行交际,不能简单地用母语文化代替目的语文化,用母语文化模式进行交际,但这并不意味着没有母语文化的参与。相反,只有在深刻理解并掌握母语文化的基础上,才能比较出两种文化之间的异同,进而深入理解并自觉地适应目的语。因此,刘润清(1999)认为“学习外语时,完全脱离母语是不可能的。语言之间有些普遍现象,不参考母语,不与母语对比,会造成莫大损失。”由此可见肯定母语的作用并非新的观点,我们完全可以在外语教学理论中找到依据。在外语教学中, 特别是在初级阶段, 把母语作为辅助手段是十分必要的,会取得事半功倍的效果。只是伴随着新的理论的冲击,我们似乎把它淡忘了。外语教学实践表明，我们必须正确处理好外语与母语之间的关系，对于外语学习者来说，已经具备了一定的母语能力，因此母语也是掌握另外一门语言的工具。
From the English teaching experience we know that the proper use of the mother tongue in a foreign language class makes it more effective in teaching and learning of a foreign language. With the new understanding and intensive study of mother tongue migration theory we found that mother tongue promoted the cultivation the language learning and language communicative competence to a tremendous extent. This means that for a foreign language learner with good mother tongue communicative competence, he will obtain the foreign language communicative competence relatively easily. Similarly, if the mother tongue is similar to the target language in structure and cultural background, the probability that positive migration of communicative competence will occur and its scale will be greater. Meanwhile, the study and master of a target language is not a solitary phenomenon. Although we communicate effectively and decently by a target language rather than simply substituting mother tongue culture for target language culture and communicating by mother tongue culture mode, this does not mean that mother tongue culture is not involved in communication. In contrast, only by thoroughly understanding and mastering the mother tongue culture can we make comparison between these two cultures and thus deeply understand and conscientiously adapt the target language. Therefore, Run-Qing Liu (1999) thought that it was impossible to divorce from the mother tongue completely while learning a foreign language. There were some common phenomena among languages that would result in great loss without referring to the mother tongue or language contrast. It shows that it is not a new idea to affirm the role of mother-tongue. We are sure to find a basis in the foreign language teaching theories. In foreign language teaching, especially at the initial stage, it is extremely necessary to adopt mother tongue as supplementary means, which will be effective and efficient. However, with the impact of the new theory, we seem to forget it. Foreign language teaching practice indicates that we must correctly handle the relations between foreign language and mother tongue. For the foreign language learners, they have a certain mother tongue competence, so mother tongue is also a tool to master another language.
语言学习是一个具体的、不断积累添加的过程。这个过程要受到许多外来因素的影响,如教师的阐释、个人已有知识的贯通、学习者的学习策略等。实际上,语言能力就是在这些条件下潜移默化而习得的。因此,外国语言的教学也必然要受到学习者母语的影响。也就是说,母语不仅作为通用语法(universal grammar),还作为一种语言,一种已有知识影响着学习者的外语学习。而外语教学的目的就是实现学习目的语(如英语)和母语(在中国是汉语)之间的转换,英语教学经验告诉我们,在外语教学中，对于在汉语环境里学习英语的学生来说,大脑中的汉语信息量已相当丰富,在接受一种新的语言信息的时候,对外语熟练的掌握少不了母语的促进作用。恰当地利用母语,可以帮助学生加深对外语词汇和表达法的理解和记忆,提高学习效率,同时学会处理英文信息,在有限的教学时间里奠定坚实的英语基础,养成正确的英语学习习惯,使外语的教与学更有成效。完全排斥母语的结果都会妨碍新的语言结构的建立。
Language study is a specific, steady accumulation process which is influenced by many external factors, such as the teachers’ explanation, the original knowledge one has, one’s learning strategies. In fact, the gift of tongues is acquired imperceptibly in these conditions. Thus, foreign language teaching is also bound to be affected by a learner’s mother tongue. In other words, mother tongue serves not only as a universal grammar, but as a language influencing one’s foreign language study. The purpose of foreign language teaching is to realize the transformation from target language (such as English) to mother tongue (such as Chinese in China). From the English teaching experience, we know that the English learners exposed in the Chinese environment have rich Chinese information in mind. When they accept a new kind of language information, mother tongue is a must which promotes the proficiency of grasping a foreign language. The appropriate use of mother tongue can help students understand and memorize vocabulary and expressions of a foreign language, improve study efficiency, learn to deal with English information, lay a solid foundation in English in the limited teaching time and form a proper English learning habit so that foreign language teaching and learning will become more effective. Completely rejection of mother tongue will prevent the establishment of the linguistic construction.
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