On Positive Transfer of Native Language in SLA

People have controversial ideas about the influence of our native language during the process of second language acquisition.The popular belief is that native language(NL) interferes the second language(L2) learning,which is known as negative transfer,while positive transfer is seldom mentioned,or even is neglected in the study of second language acquisition.We found that in teaching when the L2 learners experienced difficulties in understanding another language,they may resort to their NL to get help.So we can’t only think about its negative aspect.In fact that NL plays a positive role in SLA,so we should make full use of the common features to lead to the positive transfer,then to strengthen the confidence of the second language learners.     

论母语在外语学习中的迁移作用

各种教学法对母语的态度大可概括为两大类：一类主张利用母语;一类主张排斥母语.将第二语言学习中的错误主要或全部归结为母语这一观点是不完全正确的,而语言的迁移现象又不可避免的成为语言学习中的一个重要障碍.那么,学习者在掌握目标语时究竟应该持哪种态度,本文将从母语的正迁移作用,负迁移的不可避免性及中介语的必然性等方面进行探讨.     

二语习得中语境与文化问题的社会语言学视角

近年来,人们对语言学习中社会、政治和文化因素的研究兴趣加深,研究者们对认知法框架下的二语习得主流传统提出挑战,认为语言和习得不应仅被视为认知和个体现象,不应无视其社会性。本文讨论了社会语言学对二语习得、学习和使用的贡献,并从交际民族志学、语言社会化和语言相对论三方面探讨了语境和文化在语言学习中的作用。     

A Discussion on the Role of First Language (Chinese) Positive Transfer in Second Language (English) Lexical Acquisition and Related Pedagogical Suggestions

Language transfer is one of the central questions in second language acquisition (SLA) study. It claims that learners’ the native language (NL) or first language (L1) will make great impacts, either promoting or hindering, on their second language (L2) acquisition, i.e. positive transfer and negative transfer. The issue has been widely concerned and researched in such relative fields as language education and psychological study during the past years. It is far beyond the scope of this paper to discuss it thoroughly since the scope of L1 influence is so wide that it affects almost all linguistic subsystems. Instead, this paper aims to focus on how the Chinese language facilitates Chinese learners’ English lexical acquisition. Some suggestions on how to make use of the positive aspects is provided at the end of the paper for practical purpose.     

Beyond production: learners’ perceptions about interactional processes

The interaction hypothesis of second language acquisition and associated work by Gass (Input, Interaction, and the Second Language Learner, Lawrence Erlbaum Associates, Publishers, Mahwah, NJ, 1997), Long (The role of the linguistic environment in second language acquisition, in: W.C. Ritchie, T.K. Bhatia (Eds.), Handbook of Language Acquisition, Volume 2: Second Language Acquisition, Academic Press, New York, 1996, pp. 413–468), Pica (Language Learning 44 (1994) 493) and Swain (Three functions of output in second language learning, in: G. Cook, B. Seidlhofer (Eds.), Principle and Practice in Applied Linguistics: Studies in Honour of H.G. Widdowson, Oxford University Press, Oxford, 1995, pp. 125–144) suggest that negotiated interaction facilitates SLA. Researchers have claimed that developmentally beneficial interactional opportunities for learners include obtaining comprehensible input, receiving feedback, being pushed to make targetlike modifications in output, and having opportunities to test linguistic hypotheses. The current study focuses on learners’ roles in relation to these interactional processes, and examines learners’ perspectives in relation to researchers’ claims about interactional benefits. Forty-six learners of ESL from different L1 backgrounds were videotaped while interacting with peers, a teacher, and native speakers in intact classrooms and dyadic settings. The learners later viewed the tapes and introspected about their thoughts at the time of the original interactions. Results suggest that there was substantial overlap between the researchers’ claims and learners’ comments in relation to many of the interactional opportunities. A qualitative exploration of the learners’ perspectives revealed interesting insights into their perceptions about interactional processes. Overall, this study indicates that interaction research could profit from utilizing learners’ perspectives to supplement production data in the ongoing debate about the potentially beneficial processes of interaction.     

粤方言对英语语音习得的迁移

迁移是头脑里原有知识对新的学习的影响.在语言学习过程中,第一语言对第二语言学习产生影响的现象就是语言迁移.促进新语言学习的迁移为正迁移,阻碍新语言学习的为负迁移.粤方言与英语在发音上差别很大,给使用粤方言的人在英语语音习得上造成困难.通过对粤方言与英语语言在语音方面进行对比,就可以找出迁移的因素,也能尽量减少粤方言对英语语音习得的负迁移作用.     

国外二语听力研究新进展

有关听力技能的研究受到越来越多的重视和关注。本文综述西方学者们近十几年来所从事的二语听力方面的研究, 对学者们提出的关键问题以及今后的研究方向进行提取和总结,以期给国内从事英语教学、对外汉语教学等相关领域的教师和研究人员提供参考。     

Trends in the research design and application of mobile language learning: a review of 2007–2016 publications in selected SSCI journals

This study reviewed the mobile technology-assisted language learning studies published from 2007 to 2016 in selected journals. Several critical issues were investigated, such as research methods, research issues, language and learner types, and learning outcomes. It was found that English as a foreign/second language was the most common target language; few studies have been conducted on native language learning. Early studies mainly focused on fostering learners’ individual language skills, while in the recent 5 years, researchers started to consider the issue of delivering multiple language skills in authentic learning environments. In addition, an increasing number of studies have involved mixed methods and longer treatment periods. Moreover, the effectiveness of mobile learning in terms of speaking, writing, vocabulary, and pronunciation was generally identified by most of the studies. On the other hand, more evidence is needed to further confirm its impacts on listening, reading, grammar, and integrated/whole language learning. Finally, some suggestions are provided to researchers or practitioners to facilitate their future work.     

An Analysis on Mother Tongue Transfer in Second Language Acquisition

Mother tongue transfer is a common phenomenon in learning the second language.It’s tends to produce two-side influences upon Second Language acquisition,namely,positive transfer and negative transfer.This paper firstly dwells on the background of Linguistic transfer,and then analysis the positive transfer and negative transfer in phonological and syntax,finally gives some suggestion for second language learning and teaching.     

Language skills and earnings: Evidence from a pre-industrial economy in the Bolivian Amazon

Among linguistic minorities of industrial nations proficiency speaking the dominant national language increases earnings and wages, but do similar results apply to autarkic linguistic minorities of developing nations? We contribute to studies of the returns to language skills by applying the human-capital approach to a society of hunters, gatherers, and farmers in the Bolivian Amazon (Tsimane’). We use a panel consisting of five consecutive quarters to: (a) estimate the returns to language skills while controlling for schooling, math and writing skills, and other confounders and (b) explore the paths through which language skills might affect earnings. Fluent speakers of Spanish and the local language earned 36.9–46.9% more than monolingual speakers of the local language. Moderate fluency in Spanish bore no strong association with earnings. Spanish-Tsimane’ bilingualism bore a positive association with earnings partly because bilingualism bore a positive association with credit access, use of modern production technologies, and labor productivity.     

第二语言习得一般路径的构建及其启示

中国是世界上第二语言学习者最多的国家。基于Krashen的语言"输入假说"和Swain的语言"输出假说",得出了语言习得的一般模式是输入→输入过滤→有效输入→输出过滤→输出。但在不同语境下,阶段性语言习得会呈现出两种基本模式:输入导向和输出导向模式。这两种模式及其相互关系的探讨,可以确定不同语境下第二语言习得的一般路径,这对我国英语的教与学两方面均会产生有益的影响。构建第二语言习得的一般路径有助于改进第二语言教学活动,完善语言习得考核机制,为选择妥当的学习策略提供借鉴,最终提高学习者语言习得效率,促进语言能力的提升。     

英语预制语块在研究生英语教学中的应用

二语习得中,预制语块是语言生成的重要部分,预制语块的学习可以使二语学习的效率"事半功倍"。本文明确了预制语块的概念和分类,并就预制语块在研究生英语教学中的积极影响进行了阐述,以期提高二语运用的准确性、地道性、丰富性、流畅性和创造性,同时提高学习者的自信心和二语习得能力。     

A Research in the Influences of Vague Language on Second Language Learning

Vague language is widely used in both spoken and written English and it is also a very important language variable. The process of language use is active, during which speakers and hearers constantly have to make choices out of variables. This paper mainly studies the influences of vagueness in language on second language learning and attaches importance to the flexible selections of vague language in the target language.     

语言型大学学生二外日语学习动机与成绩的相关性研究

动机是影响二语学习诸个体因素中最具能动性的因素,对于语言学习的结果具有较强的预测性。本研究运用定量研究的方法,以语言型大学二外日语学习者为对象,进行问卷调查,通过因子分析和多元回归分析考察语言型大学二外日语学习者的学习动机与成绩之间的相关性。研究结果显示:考试竞争型、兴趣型及成就型动机与成绩呈明显的正相关,而盲目从众型动机对成绩呈负相关。     

国外教育机器人辅助语言学习研究:认知激活与情感驱动

本文系统分析了国外教育机器人辅助语言学习的研究,发现其内容涵盖两个方面.第一是对参与者语言学习结果的认知激活,第二是侧重于对情感方面驱动作用研究.前者的研究以词汇学习为主,还包括如阅读、口语和语法等其他技能;后者关注教育机器人对学习动机的积极影响、教育机器人辅助语言学习的新颖性效应和教育机器人社会行为的复杂性.目前我国...     

Do Educators See and Honor Biliteracy and Bidialectalism in African American Language Speakers? Apprehensions and Reflections of Two Grandparents/Professional Educators

Educators often do not recognize biliteracy and bidialectalism in African American Language (AAL) speakers. Chronicling the experiences of twin four/five-year old AAL and emergent Standard English speakers, we discuss the importance of recognizing and building on the routines and identities of African American children and families. We present three strategies for supporting the learning of African American children who are biliterate and bidialectal. Using the academic literature which illustrates African American children’s communicative virtuosity as a backdrop, we use language samples from twin AAL-speakers to illustrate key points. Emphasis is placed on the importance of building on African American children’s communication styles in classrooms and helping them to negotiate and move between two different discourse communities for both oral and written language.     

第二语言学习策略述评

运用文献法对国内外第二语言学习策略进行了梳理,对其内涵、分类、实证研究及学习策略培训方法进行了详细地综述。这对第二语言教授者、学习者,第二语言学习策略研究者都给予一定的启示作用。     

形式改写及其在互联网环境下应用

<正> 形式改写(reformulation)是由 Levenston(1978)首倡的一种二语写作教学方法(Qi&Lapkin,2001),指的是由一个以二语学习者所学目标语为母语的人参照二语学习者的作文稿,在尽可能保持原文意义不变的基础上,以地道的母语加以改写,然后让学习者将自己的文稿和改写后的文稿加以比较,以便从中发现自己的表达方法与目标语之间的差距,从而达到习得的目的(Cohen,1989:4)。形式改写是为了弥补 Corder(1971)提倡的结构改写法(reconstruction)的不足提出来的(Myers,1997)。结构改写要求教师批改学生作文时,在不改变原句意思的前提下,用规     

Effective Use of Hanyu Pinyin and English Translations as Extra Stimulus Prompts on Learning of Chinese Characters

Previous research has shown that the learning of second language words in the simultaneous presence of pictures or first language translation equivalents interferes with their acquisition. The purpose of this study was to investigate variables associated with the learning of Chinese characters as second language stimuli (L2). Acquisition for both naming of English translations and pronunciations was shown to proceed more rapidly under conditions in which each character was presented 5 s prior to its pinyin and English word equivalent, in contrast to simultaneous presentation conditions. These data were interpreted in terms of (a) interference, which can occur when students attend to multiple input simultaneously, and (b) the beneficial effects of attending to L2 stimuli prior to their associations in language learning contexts. It was concluded that the presentation of a character first, and the provision of its associated pinyin and English translation after a short delay is recommended when teaching characters for non-native speakers of Chinese at the early stage.     

The Mapping of a Framework: Critical Race Theory and TESOL

In this article, I attempt to elucidate some key intersections between critical race theory (CRT) in synthesis with English language learning as a way to examine linguistic and racial identity in English language teaching. I ask: How does critical race theory apply to English language learners when language rather than race is fore-grounded? What aspects of CRT would assist in theorizing the relationship between language and race for teachers of English to speakers of other languages? In looking to CRT to inform and expand critical approaches to English language teaching, I hope to more closely tie English language learning to issues of race as a way to better understand the intersectionality of these identity factors in the educational context of language teaching and learning. Such inquiry could work to broaden teachers’ knowledge of the ways that linguistic and racial membership inform student learning, and raise awareness about the range of perspectives and cultural interpretations that linguistic minorities may hold.