The Use of Mother Tongue in Second Language Teaching

This paper explores the specific application of mother tongue in Second Language learning from the perspective of class management, introducing learning methods, teaching vocabulary, teaching grammar, dealing with exercises and testing,and cooperation among students. It is concluded that mother tongue should be properly used in Second Language Teaching in order to improve the teaching of second language.

Children’s Learning Mother Tongue Versus Foreign Language Teaching

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Igbo Language and Identity

This paper sought to identify the position of Igbo language in relation to its identity both in Nigeria and world wide Specifically, it expounded the problems hindering the study of Igbo language. A study of Igbo language and identity is pertinent because language and culture are attached to man＇s identity and human interaction Unfortunately, most of the Igbos do not want to be identified with this language called Igbo. The paper reviewed available literature on Igbo language and highlighted some strategies for increasing the interest of people in learning Igbo language. It was discovered from the study that pedagogical problems, tone problems, orthography and diacritic problems, are some of the issues that inhibit the repositioning of Igbo language as lgbo man＇s identity In view of this, it was recommended among others that Igbo linguist should try and document all the slight phonological and word differences existing in the dialects and absorb them in central Igbo

Language Teaching Approaches Review

In learning languages,a distinction is usually made between mother tongues,second languages,and foreign languages.A mother tongue is the first language or languages one learns(or acquires)as a child.When immigrants come to a new country and learn the language of that country,they are learning a second language.On the other hand,when English-speaking students in the United States learn French or Spanish in school,or when Brazilians study English in Brazil.

How to Choose Classroom Language in TEFL

In recent years, the choice of the classroom language has been developed. It has been proposed that English as a TL should be used exclusively in order to facilitate the learners＇ progress in English language acquisition. However it is unrealistic and undesirable to expect a generalist elementary school teacher to teach exclusively in English considering some settings which are shown in this paper. The paper concludes that both English and mother tongue can be used as CL.

Language Teaching Approaches Review

In learning languages,a distinction is usually made between mother tongues,second languages,and foreign languages.A mother tongue is the first language or languages one learns(or acquires)as a child.When immigrants come to a new country and learn the language of that country,they are learning a second language.On the other hand,when English-speaking students in the United States learn French or Spanish in school,or when Brazilians study English in Brazil,they are learning a foreign language.The acronyms ESL and EFL stand for the learning of English as a Second and as a Foreign Language.

Some Differences Between English and Chinese and the Negative Transfer of Mother Tongue in EFL Learning

The paper discusses 3 significant differences between Chinese and English. It proposes that because of the differences, the transfer of mother tongue into the target language tends to appear in the negative form. The negative transfer of Chinese into English is the major cause of the so-called Chinglish. The paper states some forms of the negative transfer.

Our Mother Tongue and Its Culture in English Learning

This essay will try to discuss the role that our mother tongue and its culture play in English acquisition from the perspectives of language of psychology and intercultural communication.

Error and the Mother Tongue

This papar discusses the errors made by students out of the mother tongue interference in their English learning process and analyze the reasons for errors,which is regarded as a useful method for language teaching.

Positive Transfer of Mother Tongue in Grammar, Writing and Culture of English Teaching in China

Foreign language acquisition is strongly influenced by the learner’s first language and the negative transfer is widely discussed by experts and linguists home and abroad.However,the author here arrives at quite an opposite conclusion that mother tongue,if used appropriately,could have a positive transfer in second language acquision in terms of grammar,writing and culture from her years of teaching experience and experiment.

On How Children Acquire Their Mother Tongue -- Explanation of Chomsky＇s Mental Linguistic Theory

Neither structural linguistics nor behaviorist linguistics can explain how children acquire their mother tongue reasonably, so Noam Chomsky founds mental linguistics. According to the theory of the mental linguistics, the essence of language is interior, physical and genetic. Universal Grammar is the foundation of language development and the most essential part of human beings languages.

母语意识下粤语传承与保护策略研究

粤语作为一种汉藏语系的汉语族声调语言,有着源远流长的历史与不可替代的文化价值。前人对于粤语的研究在内容、形式和资源功能开发等方面有着丰硕成果。但随着时代发展,媒介的变迁,粤语文化逐渐边缘化,粤语方言的保护与发展需要紧跟时代潮流。如今,媒介的变迁正在对粤语的传承与保护产生重要影响,年轻一代对粤语的接受度与使用度不断降低,粤语传播度、流行度下降。该文基于媒介化和社会加速理论视角对粤语方言现状进行研究,发现:需要提高粤语学习与保护意识,拓展粤语传播途径,加强粤语家庭教育。粤语研究是世界性的研究课题,该文立足于母语意识研究粤语的传承和保护策略,其意义在于使粤语能继续发扬其独特的魅力,与世界各地的语言共同构建多元、和谐的语言环境,为世界文化的交流和发展作出更大的贡献。

新加坡现代化初期(1965—1979年)语言政策改革及其原因探析

新加坡自1965年独立后便走上了一条现代化之路,但国内由来已久的族群冲突,使得新加坡的现代化建设困难重重。为帮助各族群有效沟通,李光耀开始对新加坡的多语言政策进行渐进式改革。一方面,从《1965年新加坡共和国独立法》来看,新加坡将在独立后继续采用以马来语为国语,马来语、华语、泰米尔语、英语四大官方语言一律平等的既定政策;另一方面,从1979年《吴庆瑞报告书》来看,新加坡将在教育领域践行双语政策,贯彻“凸显英语、保留母语”的教育模式。现代化初期,新加坡语言政策改革的原因有三:第一,李光耀对英语、母语教育的推崇是新加坡践行双语政策的直接动力;第二,协调各种族语言是化解国内外种族隔阂的有效途径;第三,普及英语、保留母语符合新加坡现代化建设的需要。

外语课堂教学媒介语研究述评

教学媒介语是指教师进行课堂教学时所使用的语言，是外语教学法的一个重要参数。本文从教学媒介语的实际使用情况、目标语和母语作为教学媒介语的不同功能、教师及学生对在外语教学中使用目标语和母语的态度以及不同教学媒介语的使用对教学效果的影响四个方面，对国内外关于外语课堂教学媒介语的研究进行全面介绍和分析，并在此基础上对在我国外语教学中应如何正确使用教学媒介语提出建议。

论母语与母语规划

母语是社会个体所拥有的最具有民族、文化等身份认同意义的语言,母语自身的多功能和多相关性,以及在国家、民族和个人各个层面兼具的对内认同意义和对外的标记意义,为当下语言规划提供了一个新的视角,即"母语规划"①。语言规划中的母语包括国家母语、民族母语、个人母语和自然语言母语;从考察国际国内语情入手,分析提出母语视角语言规划的条件和背景,进一步通过观照现有语言规划体系,论证母语规划的理论价值,并结合国家语言文字发展目标,以"中学语文教育调查"实例尝试说明母语规划的实践意义。

母语习得的脑神经机制研究及对外语教学的启示

通过对国际上最新的神经语言学有关婴儿习得母语时对语言特征的感知、计算能力和大脑的可塑性等脑科学研究的分析,认为其从多个层面揭示了语言学习的本质是先天大脑神经机制与后天语言环境的互动过程;进而从语言学习的物质基础和学习环境两个方面对比了母语学习与外语学习过程的差异,提出在外语教学中宜早对儿童进行正确引导,从而在神经层面上量化语言学习规律,并为学生创造符合语言学习规律的语言应用环境。

高校英语教学中的母语文化缺失现状调查及应对策略

在英语教学中,以目的语为载体传播目的语文化已成为教学的主流。对目的语文化的深入了解有助于学生更好地掌握、运用英语。而学习英语的目的是为了更好地进行跨文化交流,这种交流应该是双向的;但是,母语文化在英语教学中被严重忽视了,跨文化交际实质上成了单向文化交流,这是一个极为普遍的现象。为了在英语教学中加强母语文化的元素,我们对重庆科技学院的大学生就母语文化观念进行了调查分析,并以此为个案,对如何加强高校英语教学中母语文化传播提出了建议。