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.

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。

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.

民族性与现代性的统合——叶圣陶儿童文学的母语现代化重释

儿童文学语言特质内蕴于“儿童性”与“文学性”两个范畴中。叶圣陶的儿童文学语言探索融合了语言的工具性与思想本体性,在对内外资源的语言转换中,将口头文学、书面文学和翻译文学融合为儿童文学语言的源头,推动了兼具民族性与现代性的母语现代化进程。考虑到儿童文学作家与读者“非同代人”的机制,叶圣陶力主儿童教育介入儿童文学语言传统的再造工程。由于“为儿童”与“为成人”的价值两歧,叶圣陶儿童文学语言实践从思想与语言的同一性中寻找平衡,着力于从跨代际的语言转换中创构儿童文学新范型。

亲子共读中母亲言语数量与亲子交互对婴幼儿语言能力的预测作用

婴幼儿语言能力在个体发展中具有重要价值。亲子共读被证实对婴幼儿语言能力发展有重要作用。为进一步识别出亲子共读中能够有效预测婴幼儿语言能力的因素,本研究以52对亲子为研究对象,考察亲子共读中母亲言语数量和亲子交互对婴幼儿语言能力的预测作用。结果发现:亲子共读中母亲言语数量远高于婴幼儿,婴幼儿主动言语较少,以回应母亲的提问为主;母亲言语数量不能预测婴幼儿语言能力,且高输入组婴幼儿语言能力略低于低输入组;在控制婴幼儿月龄、家庭平均月收入、母亲受教育水平和母亲言语数量后,共读过程中亲子所经历的话轮数量可以正向预测婴幼儿语言能力;亲子共读可以分为合作式共读、平行式共读、沉默式共读三种类型,合作式共读下婴幼儿语言能力显著高于沉默式共读。家长不仅应根据婴幼儿年龄进行语言输入,而且应改变传统的成人读、婴幼儿听的共读模式,提高共读过程中的亲子交互,善用提问和反馈开展高质量的合作式亲子共读。

少数民族大学生普通话习得现状研究

为了解少数民族大学生的普通话习得状况,研究选取四川三州地区高校351名少数民族大学生为样本,运用SPSS分析软件对其习得现状、影响因素进行分析,发现少数民族大学生普通话达到比较标准的水平,能够听懂、会说普通话。语言习得呈现多方向特征,习得普通话的同时也在习得当地方言。研究发现,女生的普通话习得状况好于男生;学习普通话的时间越早,普通话习得越有效;母语情况、城乡分布、民族差异、就读年级不会对普通话习得产生显著影响;普通话尚未成为校园里的常用语言。为此,应该大力营造说普通话的氛围,加强对学生使用普通话的监督检查,有针对性提高普通话习得水平。

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。