山西师范大学研究生 第二语言习得 课程考试试题（卷）
2010 —— 2011 学 年 第 一 学期
院 （所）：外国语学院
专 业：外国语言学及应用语言学
年 级：二年级
学 号：209414061
姓 名：范德瑞 ---------------------------------------------------------------------------------------------------------------------------------
平时成绩 考试成绩
课程总成绩
Title：Language transfer on SLA
Abstract
The essay aims to investigate how the language transfer influence the process of SLA,in the field of SLA research, language transfer has long been a controversial research subject. it was initially associated with behaviorist theories of language learning and was seen as an impediment. It was considered to only hinder the acquisition of a L2. However, the development of Interlanguage Theory and the flourishing of psycholinguistics have finally recognized the significance of the role of the L1 in SLA. Learner's L1 is viewed as a resource which the learner actively draws in interlanguage development. The positive role of language transfer in SLA has been gradually acknowledged. Based on this , it will make a exploration of both positive and negative transfer between the L1 and the L2 through learner's interlanguage. Key words: language transfer; positive transfer; negative transfer; second language acquisition (SLA)
https://www.doczj.com/doc/b715464876.html,nguage transfer
1.1Definitions of language transfer
Language transfer took its root in the Transfer Theory in psychology. Psychologists defined ' transfer' as a type of learning activities by which learners' previously acquired knowledge about the learning skills will influence the out come of their learning or training behavior. They maintain that transfer can be both be both positive and negative.
Behaviorists defined transfer as a consequence of habit formation, which implies the extinction of the learner's primary language when he or she is learning the new language.
However, it is now widely accepted that the influence of the learner;s native language cannot be adequately accounted for in terms of habit formation. Nor is transfer simply a matter of interference or of falling back on the native language. Nor is it just a question of the influence of the learner's native language, as other previously acquired 'second' languages can also have an effect (Ellis, 1994). This suggests that the term ' L1 transfer' itself is inadequate. Some scholars have advocated abandoning the term or using it in highly restricted ways. Sharwood and Kellerman (1986) have argued that a superordinate term that is theory-neutral is needed and suggest crosslinguistic influence. They comment:the term 'crosslinguistic influence' is theory-neutral, allowing one to subsume under one heading such phenomena as 'transfer', 'interference', 'avoidance', 'borrowing' and L2-related aspects of language loss and thus permitting discussion of the similarities and differences between these phenomena.(1986:1)Odlin(1989) offers this ' working definition' of transfer as basis for his own thoughtful treatment of such pehenomena: transfer is the influence resulting from the similarities and the differences between the target language and any other language that has been previously acquired91989;27).
Many researchers disapprove of the term "language transfer", and prefer "mother tongue influence" proposed by Corder (1983）or "cross-linguistic influence" by Kellerman instead. However, we will stick to the term "language transfer" throughout this thesis, partly because of its convenience, and partly because of its familiarity to most people, with the understanding that here "Language transfer" is used in its broad sense, not restricted to the behaviorist notion.
1.2The manifestations of Language Transfer
In traditional accounts of language transfer, the research focus was placed on the errors that learners produce. Errors occurred as a result of the negative transfer of mother tongue patterns into learn's L2 (Ellis, 1994). It is possible to identify a number of other manifestations of transfer however, three of which are frequently discussed by transfer researchers:negative transfer,positive transfer.
1.2.1.Negative transfer(errors)
Negative transfer, also known as interference, is the use of a L1 pattern or rule which heads to an error or inappropriate form in the L2. Negative transfer can be
found at all the levels of language structure. A speaker's foreign accent in L2 learning is an evidence of negative transfer at the phonological level. Morphological negative transfer is common. For instance, under the influence of Chinese language, some students will say "big rain" rather "heavy rain". Negative transfer at syntactical level also exists. For example, when a learner is asked to translate the sentence " 我昨天在家做作业" into English, he or she tends to ignore the tense and word order of an English sentence and would translate it according to the Chinese grammatical structure " I yesterday at home do homework".
1.2.2.Positive transfer (facilitation)
Positive transfer is transfer which makes learning easier, and may occur when both the L1 and L2 have the same form. Similarities between vocabulary can reduce the time needed to develop good reading comprehension; similarities between vowel systems can make the identification of vowel sound easier; similarities between writing systems can give learners a fast starting in reading and writing the L2; and similarities in syntactic structures can facilitate the acquisition of grammar. For example, when a learner is asked to translate the sentence "我说汉语" into English, he or she can translate it correctly with the help of his or her L1 "I speak Chinese" because the basic word order of both Chinese and English is S(subject）+ V (verb or predicate) + O (object).
So , positive transfer is beneficial while negative transfer is a hindrance to SLA. From the above discussion, we can see it is clearly insufficient to focus exclusively on production errors, since transfer is a complex phenomenon which involves not only L1 knowledge but also other factors that interact with L1 knowledge.
2.The Historical Development and Recent Situation of the Study on LanguageTransfer in SLA
Language transfer has exerted considerable effect on SLA. People in the past have conducted detailed investigation and research on transfer phenomena in learning a L2. From the historical point of view, the research of language transfer in SLA has undergone three stages.
2.1. Domination of Behaviorist Point of View
Early language transfer research can be traced back to the 1940s and 1950s. The first two influential people who systematically studied the role of language transfer in SLA were Charles C. Fries and Robert Lado. Fries (1945) put forward the issue from the angle of the compilation of teaching materials. He formulated the need for contrastive analyses through observations. He states that the most efficient materials are those based upon a scientific description of the language to be learned, carefully compared with a parallel description of the native language of the learner.(1945:9). Robert lado proposed a potentially rigorous model, Contrastive Analysis Hypothesis
(CAH) (Lado.1957), which was based on this assumption: the student who comes into with a foreign language will find some features of it quite easy and others extremely difficult. Those elements that are similar to his native language will be simple for him, and those elements that are different will be difficult.(1957:2)
During 1950s, behaviorist behaviorist views of language learning and language teaching were predominant. Language transfer was always integrated with behaviorism, and thus became the theoretical basis of comparative analysis. For one thing, the behaviorist notions of transfer often implies the extinction of early habits, whereas the acquisition of a L2 need not lead to any replacement of the learner's primary language. This and other considerations suggest that behaviorism may never have been relevant to the study of transfer (Odlin, 1989).
2.2.Prevalence of Mentalist Point of View
From the late 1960s to the 1970s , the behaviorist point of view was severely criticized due to the influence caused by Chomsky's linguistic theory. Chomsky (1965) advocates a strong version of the innateness hypothesis. He argues that children are born with a specific and unique kind of knowledge which equips them for language learning. This knowledge is embodied in a mechanism called a language acquisition device (LAD). He believes that a child must be predisposed to learn any language as a native language and that the LAD must contain language universals. He then seeks to identify linguistic universals by the in-depth study of a single language. He argues that only in this way is it possible to discover the highly abstract principles of grammar that constrain the form of any specific grammar. He refers to these principles as Universal Grammar. While Greenberg (1966) and some followers establish universals by examining a wide range of languages from different language families in order to discover what features they have in common, which are referred to as typological universals. Therefore, followeing Chomsky's attack on behaviorism, its drawbacks were exposed gradually and the function of language transfer was largely held in contempt in SLA. Both behaviorism and transfer phenomena were treated coldly and ignored, and the role of L1 was played down. This minimalist view of L1 transfer, however, has not withstood the test of time (Ellis, 2000).
2.3.Influence of Cognitive Point of View
During the mid-to-late 1970s, the emphasis was on the determination of how and wehn learners used their L1 and on explanations for the phenomena. Little by little, the study of language transfer has come into a cognitive period. The word ' language transfer ' did not merely refer to the meachanical transfer from L1 to L2. It was treated as a kind of important learning strategy in SLA, a complicated cognitive procedure that is influenced by various factors. Ellis (1994) points out that one clear advance in transfer research has been the reconceptualizaton of the influence of the L1;in behaviorist accounts it was seen as impediment, whereas in cognitive accounts it is viewed as a resource which the learner actively draws in interlanguage development. The positive role of language transfer in SLA has gradually been acknowledged.
https://www.doczj.com/doc/b715464876.html,nguage transfer in SLA
It is a popular belief that second language acquisition (SLA) is strongly influenced by the learner's first language (L1). The clearest support for this belief comes from "foreign" accents in the second language (L2) speech of learners (Ellis, 1985). When a French man speaks English, his English sounds French. When a Chinese speaks English, his English sounds Chinese. In addition to accents, L1 habits also influence the way learners use to express themselves in L2. For example, such Chinese expression as "*department company"(department store 百货公司), "*family computer" (personal computer 家用电脑) can often be heard (陆效用，2002). Furthermore , there are lots of Chinglish expression in the syntactical level, for instance, "我昨天在家做作业" would be translated into English according to the Chinese grammatical structure "*Ｉyesterday at home do homework". ( I did my homework at home yesterday.) as far as thinking mode is concerned, Chinglish sentences "*His body is very healthy" (He is very healthy) and "* Good good study, day day up" (If you study hard, you will make progress very day) are highly likely to be produced by Chinese learners of English. Common Chinese greetings around meal time "吃了吗？" "Have you eaten yet?" or "Have you had your lunch?" would be transfered when Chinese learners of English meet native-speaker of English. All these phenomena all show how language transfer influence second language acquisition.Traditional linguistics holds that the role of the L1 in SLA is a negative on (陆效用，2002). That is , the L1 gets in the way or interferes with the learning of the L2, such that features of the L1 are transferred into the L2 (Ellis, 1985). For years, most experts and language teachers have emphasized negative transfer in SLA, and neglected the positive role of the L1. In L2 teaching , therefore, they are strongly opposed to the use of L1.Do L1 really play only a negative role in SLA? Does it only hinder the acquisition of a L2? Is there any positive transfer in SLA? Can L1 also benefit the acquisition of a L2? In L2 teaching, can L1 be used?In our opinion, the so-called L1 negative influence hypothesis or L1 interference hypothesis is one-sided, it neither reflects the nature of language learning nor reveals the inner relationship between L1 and SLA. Taken the above Chinglish expressions for example, superficially, the L1 does influence the L2 expressions, but in fact, it is the L1 that helps the learner finish the communicative task. In the process of SLA, especially in the early stages of proficiency, learners have to fall back on their L1 knowledge in case of emergency in order to communicate effectively. This is a "cognitive process", "a learner's strategy", and also a necessary process in SLA(陆效用，2002）.As a matter of fact, in the field of SLA research, language transfer has lonog been a controversial research subject, especially the influence of learner's L1 on L2. Generally speaking, the research of language transfer in SLA has undergone three stages. In the 1950s, it was seen as an impediment and was deemed as playing an important role in L2 learning when Lado's Contrastive Analysis Hypothesis dominated the field. Language transfer was considered to only hinder the acquisition of a L2. With the popularity of the Chomskyan Universal Grammar which denies the existence of transfer phenomena, the researchers' interest in language transfer has declined since the 1960s,
and language transfer was regarded as playing a minor role in the process of SLA. However, the development of Interlanguage Theory and the flourishing of psycholinguistics have finally recognized the significance of the role of the L1 in SLA. Learner's L1 is viewed as a resource which the learner actively draws in interlanguage development. The positive role of language transfer in SLA was gradually acknowledged. As a result, the role of the L1 is not only a negative one but also a positive one; it does not only interfere with the learning of the L2 but also facilitate the learning of the L2.
3.1Phonetic transfer
Phonetic transfer occurs when the learner tends to transfer similar but phonologically different sounds of his or her L1 to those of the L2. It can be both positive and negative resulting from the learner's conventional habit of articulation. 3.1.1.Phoneme
It is known that the Chinese phonetic alphabet is divided into three categories: sehngmu, yunmu and diaozi. A shengmu is equivalent to consonant and a yunmu to a vowel. What often happens is that those who have systematically learned the Chinese phonetic alphabet are good at taking in English phonetic knowledge because most English phonemes have similar counterparts in Chinese and thus quite a number of Chinese pronouncing skills can be transferred into pronouncing English phonemes.
For example, the beginning shengmu [k, t , m , l ] in Chinese words "开头" "美丽" are equivalent to English consonants [ k , t , m, l ]; and the yunmu [ai, ou, ei ,i ] have their counterparts in English. Look at some English words: kite [kait], toe [t?u], make [meik], lead [li:d]. All of these are similar to the Chinese pinyin.
Similarity between the phonemes of the two languages has double functions. On the one hand , it causes generalization in listening and pronouncing English words, which, in turn, makes students mistankenly treat the similarity between the phonemes as being identical, and substitute Chinese phonemes for English ones, resulting in the negative transfer of L1. On the other hand, oweing to the existence of some regularities that govern the differences between the two phonetic systems, it is a very useful step to perfect English pronunciation for most Chinese learners of Englsih. Once the student realizes these regularities through elaborate language comparison and becomes skilled in using them, he or she will soon be able to adapt his or her L1 pronouncing skills and pronounce English phonemes correctly, hence forming the positive transfer of L1. For example , with their vowel component [?] removed, the Chinese initial consonants b, p, m , f , v , d, t, n , l, g , k, b, s , w, g, ? are very similar to English consonants [b], [p], [m], [f], [v], [d], [t], [n], [l], [g ], [k], [h], [s],[w], [?]. This regularity is a very useful step to perfect English pronunciation for most Chinese learners of English. It greatly shortens the natural process of discrimination, which, in ordinary situations, is rather long. Its value may be assessed readily if we point out that quite a few Chinese learners of English fail to discern the difference.
Accounting for one third of the total English phonemes, the above 15phonemes may constitute a great deal of negative transfer of L1 when not corrected, or a lot of
positive transfer of L1 when corrected. Here lies a vast potentiality to save time and energy in SLA.
This example indicates that the role of L1 in SLA is not fixed and consistent but changeable, sometimes helps, sometimes hinder. It also shows that phoneme comparison helps to turn the task into an easy one. Moreover, this comparison also enables us to deepen our understanding of our native language---Chinese.
Usually, a native speaker of Chinese hardly ever thinks of studing phonetic structure of his mother tongue. Now that he is engaged in leaning English, he sees that the 15 Chinese phonemes have counterparts in English. Whenever he sees one of the contrastive phonemes, he will immediately think of the other. This kind of contrastive association is certainly very conductive to strengthening memory and comprehension of both languages concerned. Hence this example may be regarded as one showing the reversed positive transfer from L2 to L1.
Not every English phoneme has a counterpart in Chinese. A few English phonemes have no counterparts in Chinese. For example, the two English dental sound [?] is utterly new, thus very troublesome to Chinese learners. Beginning learners tend to replace the sound with approximate Chinese sounds [s] and [z] or [d ]. Some learners fail to discern the two in listening and speaking even after many years' learning.
There is a phenomenon of consonant clusters in English. Furthermore, there are words ending in vowel of open syllables and there also exist words ending in consonants of close syllables in the English vocabulary. However, most Chinese characters are monosyllables. When beginning learners read a word beginning or ending with consonant clusters, or when they read an English close syllable subconsciously, they often insert a 'support' vowel sound between the consonants or add a vowel sound at the end of a word. So these are typical negative phonetic transfers in acquiring English.
Phonetic negative transfer resulting from English learning is usually very hard to overcome. Even though the learning environment is favorable, and the learner is hard working, his pronunciation cannot be improved to be as perfect as that of the native English sperker. That's why when a French man speaker English, his English sounds French; when a Chinese speaker English, his English sounds Chinese. Therefore, phoneme comparison should be overemphasized at elementary stage so as not to cause too much negative transfer at the beginning of the study.
3.1.2Intonation
There exists such a general phenomenon is every language as the falling intonation, which is used basically to express definiteness and completeness, the rising intonation, which expresses suspicion and incompleteness and the blending intonation, which appears with double sides o fpsychology(Danicoff,1980) and is mainly used to express complex feelings.
Meaning of intonation patterns in Chinese and English are similar, the falling intonation is more often associated with definiteness, completeness and assertiveness while the rising intonation is more is more often associated with incompleteness, uncertainty and tentativeness. It suggests that something further must be said either by
the speaker or by the hearer. It is also often accompanied with politeness, encouragement, pleading, diffidence or suspicion. The blending intonation expresses feelings of hesitation, contrast, reservation, or doubt. The implication is sometimes that the speaker hesitate to make his statement too confidently, and at other times it conveys a warning or an apology. Intonation helps to produce the effect of prominence on syllables that need to be perceived as stressed, and in particular the placing of tonic stress on a particular syllable marks out the word to which it belongs as the most important in the tone-unit. Both Chinese and English have such kind of intonation function.most Chinese learners of English have no difficulty in mastering these basic English intonation patterns and their functions. Here, their habitual modes and skills of expressing and thinking formed in previous native language learning can be transferred into Engish learning. This is the favorable side of English intonation learning, where positive transfer of Chinese plays an important role.
Nevertheless, the negative transfer of L1 exists here too, which is rather hard to conceive. Chinese is a tone language, it is the kind of language which uses tone to distinguish word meaning while English, an intonation language which uses tone to distinguish word meaning while English, an intonation language, is the kind of language which employs intonation to distinguish the meaning while English, an intonation language, is the kind of language which employs intonation to distinguish the meaning of https://www.doczj.com/doc/b715464876.html,pared with the relatively smooth and simple intonations of Chinese, English intonation vary in large pitch amplitude and more sophisticated patterns.
3.1.3.Syntactical transfer
Syntactical transfer involves the transference of syntactic structures, such as word order, modification devices, articles, the number, the gender, relative clause and so on ,it can be both positive and negative.
Word order
In some cases, the word order of seven types of simple sentences in English is similar to those in Chinese.
1.SV structure
2.SVC structure
3..SVO structure
4..SVOO structure
5.SVOC structure
6.SVOA structure
7..SV A structure
4.Conclusion
It is a fact that language transfer exists at all the levels of language structure. From this ,we have found that the mechanism of L1's function in SLA is very complicated, there seldom exists pure positive or negative transfer in the process.we would not be able to exploit fully its positive side unless we profound study in language comparison and mechanism of transfer. We are sure that more example will be found to show that L1 promotes L2 acquisition.
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Cook, vivian. Linguistics and Second Language Acquisition. Beijing: Foreign Language Teaching and Research Press, 2000.
Corder, S.P. The Significance of Learners' error.[J]. IRAL, 5, 161-170, 1967 Eckman, F.R. Markedness and the Conrastive Analysis Hypothesis[J]. Language Learning 27,315-30,1997
Ellis, Rod. Understanding Second Language Acquisition. Shanghai: Shanghai Foreign Langugae Education Press,1986.
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Fries, C. Teaching and Learning English as a Foreign Language. Ann Arbor: The University Michigan Press,1945.
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山西师范大学研究生 第二语言习得 课程考试试题（卷） 2010 —— 2011 学 年 第 一 学期 院 （所）：外国语学院 专 业：外国语言学及应用语言学 年 级：二年级 学 号：209414061 姓 名：范德瑞 --------------------------------------------------------------------------------------------------------------------------------- 平时成绩 考试成绩 课程总成绩
Title：Language transfer on SLA Abstract The essay aims to investigate how the language transfer influence the process of SLA,in the field of SLA research, language transfer has long been a controversial research subject. it was initially associated with behaviorist theories of language learning and was seen as an impediment. It was considered to only hinder the acquisition of a L2. However, the development of Interlanguage Theory and the flourishing of psycholinguistics have finally recognized the significance of the role of the L1 in SLA. Learner's L1 is viewed as a resource which the learner actively draws in interlanguage development. The positive role of language transfer in SLA has been gradually acknowledged. Based on this , it will make a exploration of both positive and negative transfer between the L1 and the L2 through learner's interlanguage. Key words: language transfer; positive transfer; negative transfer; second language acquisition (SLA)
汉语作为第二语言教学概论(讲义) 暨南大学周健2007 夏 第一节基本概念 一、语言和言语 “语言”和“言语”这一对概念的区分首先是由瑞士语言学家索绪尔( Ferdinand de Saussure , 1857 -1913 )提出来的。语言是言语活动中社会性和系统的部分，是一种符号系统。语言和所有的符号一样，都可以分为“能指”和“所指”两部分，而且“能指”和“所指”之间的关系是约定俗成的。语言符号之所以能成为一个系统，在于语言符号之间存在“组合”和“聚合”关系。而“言语”是个人为了交际需要使用语言的结果，通俗地说，就是说话和所说出来的话。“语言”和“言语”之间有着双重关系：语言存在于言语，产生于言语；反过来，语言又制约着言语。区分语言和言语，为我们学习和研究语言找到了稳定的对象和最好的切入点，并且可以在语言规范之外，找到言语活动规律。 分清这对概念对于我们的汉语教学很有意义：我们重点教的是汉语的语言规律，而这些规律又是从一些典型的言语作品中归纳出来的。学生有了相当的汉语言语作品的积累才能认识和掌握汉语的规律，掌握了汉语的语言规律之后还要把它转化成汉语的言语技能，掌握了言语技能，才能运用汉语表达思想、与人交际。 二、母语和第一语言 母语( Native language ) ，也叫本族语，是指本民族的语言，与外国语或外族语相对应，它是依据亲属关系来确定的。 第一语言(First Ianguage)是指人们出生后首先学会的语言，是按照语言获得的顺序来确定的。母语跟第一语言不一致的情况；双语(多语)第一语言的情况。 三、外语和第二语言 外语( foreign Ianguage )和第二语言( second Ianguage )这两个术语在当今外语教学法文献中，一般都看作是可以相互替换的概念，在有必要的时候，我们也加以区分。 外语是母语以外的外国语言，是与本族语相对而言的。第二语言是跟第一语言相对的概念，有时还有一种含义，即指在目的语环境中习得和使用的第一语言以外的语言。 四、语言习得和语言学习 “习得” aequisition ，也有译作“获得”的。习得一般指幼儿在自然的语言环境中，通 过言语交际活动，不知不觉地获得第一语言（通常是母语）的过程。 “学习” （learning ），也有人译成“学得” ，在心理语言学中是指人在习得母语后有意识地学习第二语言的过程。
第二语言习得概论 Rod Ellis 全书汉语翻译 引言 写这本书的目的是为了全面的解释第二语言习得，我们尽可能的描述理论，而不是提出理论，所以，本书不会有意识地凸显任何一种二语习得的方法或理论作为已经被认可的看法。其实，现在做到这一点是不可能的，因为二语习得研究还处于初期阶段，仍有许多问题需要解决，当然，我们不可能完全把描述和解说隔裂开来，所以，对于我所选择描述的理论解释时，不可避免地带有我自己的观点倾向。 这本书写给两类读者，一类是二语习得课程的初学者，他们想整体了解二语研究的现状。二是想明白学习者怎么学习第二语言的教师。 因为是二语习得的初级教程，第一章列出了有关第二语言习得的主要理论观点。接下来的几章各自阐述一方面的理论观点，然后第10章汇总所有理论以对二语习得的不同理论进行全面研究。每章后面提供可进一步阅读的参考建议，这可以指引学生进入二语研究快速发展的前沿领域。 但是，应该想到许多读者是第二语言或外语老师，所以本书也应该让他们对课内和课外的二语习得是怎么发生的有一个清楚的认识。 按传统，是教师决定课堂上学生学习什么和按什么顺序学习。例如，语言教科书就把既定的内容顺序强加给学生学习，这些课本设想书中设计的语言特征出现的顺序和学生能够接受并习得的顺序相同。同样，教师在制定教学计划时也会这样做，他们认为精选学习内容和把教学内容排序将有利于教学。但是除非我们确定教师教学计划和学生的习得顺序相符，不然我们不能确定教学内容可以直接有利于学生学习。 教师不仅决定教学的内容和结构，他们也决定第二语言怎么教，他们决定教学法，他们决定是否操练，操练多少，是否纠错和什么时间纠错以及纠到什么程度，教师们根据他们所选择的教学法来处理语言学习过程。但是，又一次，我们不能确保教师选择的教学法规则和学习者学习语言的进程是相符的，例如，教师可能决定关注语法的正确性，而学习者可能只关注自己的意思是否被理解，不在乎语法是否正确，教师可能关注操练灌输一个一个语言点，而学生却可能整体上把握语言问题，逐渐的掌握在某一相同的时间处理各种语言点的能力，学生所进行的学习可能不是教师的教学法所设想的。为了发现学习者是怎么使用他已经掌握的语言数据，我们需要考虑学习者使用的策略，这样我们就可以试着解释学习者为什么用那种方法学习。 所有的教师都有自己的一套语言学习理论，这些理论按照有关语言学习者学习时使用一系列方法原则起作用。但是，这些理论可能不是很明确，很多情况下，教师对于语言学生的观点会有所变化并且只包含他的行为中，例如，他可能开始决定给初学者学习现在时，这样做，他可能有意识的判定；在初级阶段，语法应该比诸如发现词汇等其他语言方面的知识先学，因为他认为这符合学习者的学习顺序，甚至他可能没有经过有意识的调查就这样认为。先学现代时的决定还暗含很多东西，一个是学生应该先学习动词而不是名词或其他语言组成部分，另一个是学生在众多的动词时态中需要先学习现代时，教师可能意识到或没有意识到这些暗含的内容，他可能只是凭他永远也弄不清的直觉。语言教学离不开语言学习理论，只不过这些学习理论常常是一系列隐含的信念。 本书通过考察语言学习者的语言积极产出语言的过程来帮助教师建立明确的语言学习理论。这建立在一个假设的基础之上，即教师建立了明确的语言学习理论之后会做得更好。
第二语言习得理论 第二语言习得基本概念 1.习得与学习：语言习得是一种下意识的过程，类似于儿童习得母语的方式；学习是有意识地学习语言知识，能够明确地意识到所学的规则。 区别： A.目的性：习得是一种潜意识的行为，目的性不明确；学习则是主体为了掌握一种新的交际工具所进行的目的性非常明确的活动，是一种有意识的行为。 B.环境：习得一般是在使用该目的语的社会环境中进行的；学习主要在课堂环境下进行，可能有目的语环境，也可能没有。 C.注意点：习得时注意力主要集中在语言的功能和意义上；学习的主要注意点在语言形式上，有意识的系统的掌握语音、词汇、语法，却经常忽视了语言的意义。 D.学习途径：习得的方法主要靠自然语言环境中的语言交际活动，没有教材和大纲；学习是在教师指导下通过模仿和练习来掌握语言规则。 E.时间：习得需要大量的时间，习得效果一般很好；学习花费时间一般很少，但学习效果通常不佳。 F.有无意识：习得是潜意识的自然的获得；学习是有意识的规则的掌握。 2、外语习得与第二语言习得：外语习得是指学习者在非目的语国家学习目的语。第二语言 习得是指学习者在目的语国家学习目的语。学习者所学的目的语在目的语国家是公认的交际工具，也是学习者用来交际的工具。 3、语言习得机制：它脱离人类的其他功能而独立存在，与智力无关。语言习得机制包括两 部分：一部分是以待定的参数形式出现的、人类语言所普遍具有的语言原则，又称为“普遍语法”。第二部分是评价语言信息的能力，也就是对所接触到的实际语言的核心部分进行语言参数的定值。 4、中介语:1969年由美国语言学家塞林克提出的，是指在第二语言习得中形成的一种既不 同于母语也有别于目的语、随着学习的进展不断向目的语过渡的动态语言系统。中介语理论有利于探索学习者语言系统的本质，发现第二语言习得的发展阶段，揭示第二语言的习得过程及第一语言的影响。 5、普遍语法：语言习得机制包括两个方面：一部分以待定的参形式出现的、人类语言所普
汉语作为第二语言教学概论（讲义） 暨南大学周健zhou5081@https://www.doczj.com/doc/b715464876.html,2007夏 第一节基本概念 一、语言和言语 “语言”和“言语”这一对概念的区分首先是由瑞士语言学家索绪尔(Ferdinand de Saussure,1857-1913) 提出来的。语言是言语活动中社会性和系统的部分，是一种符号系统。语言和所有的符号一样，都可以分为“能指”和“所指”两部分，而且“能指”和“所指”之间的关系是约定俗成的。语言符号之所以能成为一个系统，在于语言符号之间存在“组合”和“聚合”关系。而“言语”是个人为了交际需要使用语言的结果，通俗地说，就是说话和所说出来的话。“语言”和“言语”之间有着双重关系：语言存在于言语，产生于言语；反过来，语言又制约着言语。区分语言和言语，为我们学习和研究语言找到了稳定的对象和最好的切入点，并且可以在语言规范之外，找到言语活动规律。 分清这对概念对于我们的汉语教学很有意义：我们重点教的是汉语的语言规律，而这些规律又是从一些典型的言语作品中归纳出来的。学生有了相当的汉语言语作品的积累才能认识和掌握汉语的规律，掌握了汉语的语言规律之后还要把它转化成汉语的言语技能，掌握了言语技能，才能运用汉语表达思想、与人交际。 二、母语和第一语言 母语(Native language) ，也叫本族语，是指本民族的语言，与外国语或外族语相对应，它是依据亲属关系来确定的。 第一语言(First language) 是指人们出生后首先学会的语言，是按照语言获得的顺序来确定的。母语跟第一语言不一致的情况；双语（多语）第一语言的情况。 三、外语和第二语言 外语(foreign language) 和第二语言(second language) 这两个术语在当今外语教学法文献中，一般都看作是可以相互替换的概念，在有必要的时候，我们也加以区分。 外语是母语以外的外国语言，是与本族语相对而言的。 第二语言是跟第一语言相对的概念，有时还有一种含义，即指在目的语环境中习得和使用的第一语言以外的语言。 四、语言习得和语言学习 “习得” acquisition, 也有译作“获得”的。习得一般指幼儿在自然的语言环境中，通过言语交际活动，不知不觉地获得第一语言（通常是母语）的过程。 “学习”(learning),也有人译成“学得”，在心理语言学中是指人在习得母语后有意识地学习第二语言的过程。 母语习得二语学习 无意识有意识 无正规讲授有教师专门讲授 无计划有计划 无教材有教材 自然环境课堂环境为主 无序输入有序输入 应用语言学 语言教学 汉语教学外语教学 汉语作为母语教学汉语作为第二语言教学
关于第二语言习得理论 09对外汉语张雅楠0917438035 第二语言指一个人除了第一语言之外，另外学习掌握的第二种语言，经常作为辅助性语言以及通用语。第二语言习得，简称二语习得，通常指母语习得之后的任何其他语言学习。人们从社会、心理、语言学等角度去研究它。二语习得研究对学习者的第二语言特征及其发展变化、学习者学习第二外语时所具有的共同特征和个别差异进行描写，并分析影响二语习得的内外部因素。 作为一个中国学生，最先接触到的第二语言通常是英语。下面我将结合自己学习英语的经历谈谈对第二语言习得理论的认识。 关键词一：第二语言学习和第一语言学习的异同 无论是学习第一语言还是学习第二语言，特别是在初级阶段，我们通常都是一个词一个词、一句话一句话地学习，但无论怎样学，都需要首先听到声音，同时了解这种声音所代表的意义。所以，第一语言和第二语言在学习上都需要建立声音和意义的联系。除此之外，习得一种言语现象，不论是第一语言还是第二语言，都需要经历感知、理解模仿、记忆、巩固和应用这样几个阶段，都需要建立形式结构和语义结构的联系，都是主观条件和客观条件相组合的结果，在语法习得上都有一定的顺序。 当然，第二语言的学习和第一语言的学习也有着截然的不同点。比如，学习环境和学习方式不同、学习目的和学习动力不同、理解和接受能力不同、语言习得过程不同等等。 关键词二：语言迁移 “迁移”这一概念来源于行为主义心理学。在心理学中，“迁移”指的是人们已经掌握的知识在新的学习环境中发挥作用的心理过程。它的基本观点是：对A的学习会影响到对B的学习；它的基本关注点是:B的学习快慢和好坏在多大程度上受到A的影响。Lado在他的著作《跨文化语言学》中提出了“语言迁移”的概念。他认为，在第二语言习得的环境中，学习者广泛地依赖已经学习掌握的母语，并经常把母语中的语言形式、意义和与母语相关系的文化迁移到第二语言习得中去。Lado的理论研究是与外语教学，特别是外语教材的编写相联系的。 “语言迁移”在我的外语学习的初始就有所体现。幼儿园的时候，妈妈曾为培养我的英语兴趣为我报过幼儿的英语口语培训班。当时刚刚六七岁的我，并不能完全理解老师所教的英文单词的含义，只是通过自己对已经掌握的汉语，比如：当老师拿起一只苹果的时候，我认识它叫做苹果，而这时老师教我说：apple,我便知道：苹果=apple······这是母语对于英语学习的正迁移。然而，母语对于外语学习也有一些不利的影响，这就是所谓的负迁移。例如，在我们的汉语中，形容男性是用“他”而形容女性使用“她”，虽然含义有所不同，但是在读音方面是没有差别的。但是在英语中，同样的含义，初学者却常常会在“he”和“she”之间混淆。“负迁移”实质上就是干扰。行
Age Factor in Second Language Aquisition 1. Introduction Nowerdays, with the development of society and technology, our society has become more open. People, with different colors,who come from different countries and areas communicate with each other in various ways and methods. Language, of course, is one of the most important tools in our communication. As we all known, English is an international language in the whole world. Accordingly, in our country, English learning is very popular with not only students, but also the children, adults and even the retired old man. And according to many studies,age is one of the most important individual factors affecting foreign language learning, which is considered as a focus of applied linguistics and psycholinguistics. Almost all parents think that"Don't let their own children lose at the beginning. "In China,all the families believe that it is very important for the students to learn English in the childhood.And many parents even send their children to language schools at an early age in older to get a high score. In recent years,some scholars in China such as Gui Shichun, Wang Chuming, Dai Manchun, Dai Weidong have a heated discussion about the affection of age factors in foreign language teaching and learning. At the same time, the government have also paid more attention on English learning. Nowerdays,many reseachers have studied the factors affecting language learning, such as intelligence, aptitude, personality, motivation, attitudes, earner's preference, learner's beliefs and age of acquisition. But I just want to study the influence of age factor. Is it good enough for parents to let their children learn English at an early age? Do children have absolute advantages over adolescents and adults in second language acquisition? What are the respective advantages and disadvantages of children,adolescents and adults? With the above problems analyzed,this thesis focus on the influence of age factor on the Second Language Acquisition. 2. Second Language Acquisition 2.1 Definitin of Second Language Acquisition "Second language acquisition"refers to the subconscious or conscious processes by which a language other than mother tongue is learnt in a natural or a tutored or a classroom; it covers the development of phonology,lexis,grammar, pragmatics and other knowledge(Hu Zhuanglin,p.268). How children acquire their native languages and what is the relavance of this to foreign language learning has long been debated. Although evidence for the declining of second language learning ability with age is controversial, a common assumption is that children learn second languages
第二语言教学概论 第一章绪论 一、学科性质 1、学科定位 （1）对外汉语教学（Teaching Chinese to Foreigners ）：指教师将汉语交际技能及相关汉语知识传授给海外非母语者的过程。 （2）狭义应用语言学：主要指语言教学，尤其是指第二语言教学或外语教学。 （3）对外汉语教学是语言教学的一种，是应用语言学（applied linguistics ）的一个分支。 （4）汉语国际教育（Teaching Chinese to Speakers of Other Languages ）：应“汉语走出去”国家战略提出的新名词，是狭义的对外汉语。 2、对外汉语教学的3个含义 （1）教学：教师将知识、技能传授给学生的过程（1996《现代汉语词典》）。这个教学过程分为四部分：总体设计、教材编写、教学实施、测试。 （2）学科 A 、对外汉语的基础学科：语言学、心理学、教育学，对应学科理论基础包括语言学理论、心理学理论、教育学理论。 B 、对外汉语教学研究：一方面是理论研究，即对3门基础学科的理论进行研究，并结合对外汉语教学实践，建立本学科的理论范畴；另一方面要重点研究“教什么、如何学、怎么教”这三大问题，研究这三者之间的相互关系。 （3）事业 A 、加快孔子学院建设。（孔子学院是以教授汉语和传播中国文化为宗旨的非营利性公益机构。） B 、加强师资队伍建设。（一是建立师资培训全球网站，开发多媒体培训课件，提供在线培训辅导，通过网上网下、境外境内相结合的方式，大幅度提升师资培训规模和质量。二是将“对外汉语”提升为二级学科，支持高校建立汉语作为第二语言教学的专业硕士，并增加推荐免试招收硕士生名额，实行本科定向招生，将人才培养与使用直接挂钩。三是充分利用高校现有的对外汉语、外语、中文、教育等专业在校生和毕业生资源、坚持向社会公开招聘志愿者教师，积极从海外留学人员和华人华侨中招募志愿者教师。四是在海外推行汉语师资能力考试、培训和认定，与国外相关机构联合培养海外教师，支持各国开设培养汉语师资的相关专业或课程，增强海外师资队伍自身发展后劲。五是重点建设若干个“国家汉语国际推广基地”，并选择一批中学和社会机构，建立“汉语国际推广中小学师资教什么（教学内 容— 语言学） 如何学（习得理论和认知心理—心理学） 怎么教（教学理论 和方法— 教育学）
★1. SLA (Second language acquisition)is the process by which a language other than the mother tongue is learnt in a natural setting or in a c l a s s r o o m. ★2. Acquisition vs. Learning (Krashen1982) Acquisition refers to the learning of a language unconsciously under natural settings where learners pay attention only to the meanings or contents rather than forms or grammars. Learning refers to the learning of a language consciously under educational settings where learners mainly pay attention to forms or grammars. 3. Factors affecting SLA Social factors (external factors) Learner factors (internal factors) Social factors (external factors)
Social context Language policy and the attitude of the public sector; Social demand With the trend of globalization of the world economy , it is widely accepted among educators and national leaders that proficiency in another language is an indispensable quality of educated people Learner factors (internal factors) Motivation ，Age ，Learning strategy 4.Behaviorist learning theory Behaviorist learning theory is a general theory of learning (i.e. it applies to all kinds of learning, not just language learning). It views learning as the formation of habits. The association of a particular response with a particular stimulus constituted a habit. It is formed when a particular stimulus became regularly linked with a particular response. When applied to SLA, the process of second language acquisition is regarded as a process of habit formation. 5. The causes of errors according to behaviorism Differences between the first and second language create learning difficulty which results in errors. Behaviorist learning theory predicts that transfer will take place from the first to the second language. Transfer will be negative when there is proactive inhibition. In this case errors will result.
第二语言习得研究概述 §1 第二语言习得研究概述 §2 对比分析与偏误分析 §3 中介语研究 §4 第二语言习得顺序研究 §5 克拉申的语言监控模式 §6 第二语言学习者语言系统变异研究 §7 第二语言习得研究的社会文化模式 §8 语言输入与互动研究 §9 普遍语法与第二语言习得 §10 多元发展模式 §11 第二语言习得的认知模式 第一章：第二语言习得研究概述 母语VS目的语 母语通常指学习者所属种族、社团使用的语言，也称“本族语”。一般母语通常是儿童出生后最先接触、习得的语言，母语也被称作“第一语言”。 目的语：指学习者正在学习的语言，可指其母语或第一语言，也可指他的第二语言。 第一语言VS第二语言 一语指儿童幼年最先接触和习得的语言。 二语指相对于学习者习得的一语之外的任何一种其他语言。 二语的概念只强调语言习得的先后顺序。
习得acquisition VS学习learning （1）就语言获得的方式而言： 习得指非正式的语言获得informal learning，类似于儿童母语的获得方式。学习指正式的语言规则学习formal learning，即通过课堂教学的方式来获得第二语言。 （2）就语言获得的心理过程而言： 习得指在自然状态下“下意识”的语言获subconscious learning。学习指有意识的conscious语言知识的获得。 就语言获得的知识类型而言： 通过习得方式获得的知识是隐性语言知识implicit knowledge，通过学习方式获得的知识是显性语言知识explicit knowledge。 ★习得与学习的关系 无接口观点non-interface position：认为通过习得和学习所获得的知识分别属于不同的且互相独立的类型，即隐性知识和显性知识。 有接口观点：认为显性知识通过操练可转化为隐性知识。 第二语言教学的目标：促使学习者把显性知识转化为隐性知识。 自然的第二语言习得VS有指导的第二语言习得 （1）从习得方式看: 以交际的方式获得二语的习得方式是自然的二语习得；通过教学指导的方式获得二语的习得方式是有指导的二语习得。（2）从习得环境看： 在自然的社会环境下发生的二语习得是自然的二语习得；在课堂教学环境中进行的二语习得是有指导的二语习得。 语言能力VS语言表达 语言能力是关于语言的知识，语言表达是关于语言运用的知识。
第二语言习得论课程论文 题目： 浅谈母语在第二语言习得中的影响 文学艺术学院 中文系 汉文
浅谈母语在第二语言习得中的影响 我们都知道，任何事情都有两面性，有利也有弊，有积极的影响，也总会有消极的影响，母语在第二语言习得中的作用也是这样的。这也就是学术界对于母语在第二语言习得中的影响一直存在着争议的原因。大多数学者认为母语在第二语言习得中起着阻碍和干扰的作用，结合我们在第二语言学习中遇到的困难，的确证实了母语对第二语言习得中的干扰性和阻碍性。但同时，我们不能因为母语在第二语言习得中的这些消极的阻碍和干扰就全盘的否定其在第二语言习得中的积极推动作用。 母语对第二语言习得的消极作用是非常明显的，这主要体现在以下的几个方面。 第一，在第二语言学习的过程中，我们经常受我们母语中的思维习惯的影响来表达和运用所学的语言知识，这就使得我们经常将第二语言母语化的倾向，为我们的学习带来消极的影响。这主要体现在不同的文化背景下，我们的思维习惯不尽相同，很多我们习以为常的习惯和方式等，在另一文化背景下则显得不能接受和匪夷所思。以英语和汉语的问候和寒暄习惯来说，中国人打招呼习惯问“你吃了吗？”，习惯谈论稍稍涉及隐私的诸如家庭，经历等话题，而英国人多谈论天气之类的话题，家庭经历等被视为禁忌。这样就给我们的第二语言学习带来消极的影响，若是想将这种消极的影响降低，就必然增加了我们学习的负担。当然，这种阻碍和影响也迫使我们拓展了知识，所以，也有它积极的一面。
第二，母语中的语法规和习惯也给第二语言的习得带来了一定的阻碍和影响。这一影响在第二语言的学习中的消极影响最显而易见，也最为严重。语法的规则和习惯很容易给第二语言的学习带来理解上的困惑和偏差，还是拿汉语和英语为例。汉语和英语的语法在总体上非常相近，都是主谓宾等的基本语序，然而，汉语除了最基本的语法外，还经常有变式，如名词动用，宾语前置等，而且，汉语区分音节，这样就给以英语为母语的学习者在学习汉语时带来了诸多困难和阻碍；再拿英语来说，除了和我们的母语汉语较为相近的内容外，英语还有各种从句，是我们从未接触的，若是再用我们的母语进行学习的迁移，就会在理解上造成巨大的偏差，同样给第二语言的学习带来了阻碍。而在语法习惯和规则上母语给第二语言习得的消极影响又是很难消除的。所以就要求我们在学习时要多注意积累，尤其是两种语言不同的地方，尽量将母语给第二语言习得带来的阻碍和干扰降到最低。 母语对第二语言的习得也是有很重要的积极作用和影响的。这主要体现在，一方面我们可以通过母语和第二语言的比较，发现他们相同的东西，这样就可以直接将既有的知识，直接迁移到第二语言的学习中，提高学习效率，节约学习时间。值得一提的是，在迁移的过程中，要时刻警惕母语对第二语言习得的消极影响。另一方面，母语可以帮助我们更好的理解第二语言，母语学习中的方法同意可以给第二语言的学习带来很好的帮助，这样有利于我们解决在第二语言学习中遇到的困难。 综上所述，母语对第二语言习得的影响既有积极的方面，也有消极的方面，我们要做的就是正视这些，并努力在学习过程中扬长避短。
第二语言教学法流派 一、教学法流派的研究 1.什么是教学法流派 教学法体系：由教学理论指导；在教学实践中形成、具有自身的特点。包括： （1）理论基础（语言观、学习观、教学观） （2）教学目标 （3）教学原则 （4）教学内容 （5）教学过程 （6）教学方法和技巧 （7）教学手段 （8）教师与学生的作用 （9）评估方法 1.1教学途径类 较侧重于提供教学理念和原则，对具体教学方法、程序未明确规定。 1.2教学方法类 同时规定了教学步骤和教学技巧 2.三大教学法流派 2.1传统教学法（强调语言形式） （1）认知派（语法翻译法、认知法） （2）经验派（直接法、听说法） 2.2交际性教学法（强调语言功能和语言运用）
（1）语言派（功能—意念教学法、任务型教学法） （2）内容派（内容型教学法） 2.3人本主义教学法（强调学生为中心） 团体语言学习法、暗示法 3.西方学者对教学法流派的分析模式 （1）教学理念、原则（语言观、学习观、教学观） （2）教学方法、设计（目的、活动、教师、大纲、教材、学生）（3）教学实践、步骤（步骤、活动、技巧） 4.对教学法研究的主要方面 （1）时代背景、地点、代表人物 （2）理论基础：语言学、心理学 （3）教学步骤 （4）主要特点（教学原则） （5）成就和不足 二、主要教学法流派分析 现代语言（英语、法语、意大利语）
1.传统教学法 1.1语法翻译法（又称古典法） 以系统的语法知识教学为刚，依靠母语。通过翻译手段，主要培养第二语言读写能力的一种教学法。 （1）时代背景 18世纪德国语言家奥伦多夫吧语法讲解与翻译练习结合起来，成为当时一种标准的课堂教学方法。 19世纪中叶，逐渐成为教现代语言的主要方法。 （2）理论基础 历史比较语言学（语言同源）、官能心理学（思维训练） （3）教学步骤 讲解语法词汇→翻译练习 →介绍课文（母语介绍课文、逐句翻译课文、朗读课文） →巩固课文（胡毅巩固课文、回答理解题） →测试检查（通过双语翻译测验检查） （4）主要特点 A. 以系统的语法知识教学为纲，用演绎法； B. 依靠母语，用母语教目的语，以翻译为主要教学手段和练习手段； C. 以理解书面语，培养阅读和写作能力为目标； D. 重视课文教学，以文学名著典范语言为教学； E. 教师是课堂的权威，学生是知识的接受者。 （5）成就 A. 第一个完整的教学法体系；
《第二语言习得概论》课程教学大纲 课程编码：30615001 学分： 2学分总学时：36学时 说明 【课程性质】 《第二语言习得概论》是英语专业任意选修课。 【教学目的】 帮助学习者在语言基础知识学习的基础上，掌握一些基本的教学理论，并使他们在学习的过程中形成自己的教学思路，为今后的教学实践或对其进一步的研究做准备。 【教学任务】 通过对语言学习者学习语言过程的讨论，帮助学生将模糊的、无意识的实践性内容变成明确的、有意识的理论方法。使他们在以后的教学中，能够批判性地接受现行的一些教学方法，并在实践过程中根据不同的受教育对象将其不断完善。 【教学内容】 绪论；学习者语言的本质、中介语、中介语的社会层面；中介语的话语层面；中介语的心理语言学层面；中介语的语言学层面；二语习得中的个体差异；课堂教学和二语习得；结论 【教学原则和方法】 教学原则：理论和实践相结合，突出指导性和应用性。 教学方法：教师提出问题，并组织学生讨论，围绕具体问题进行讲解。教师讲解与学生练习结合，学生每次课后书面回答具体问题。 【先修课程要求】 “语言学概论”、“英语学习理论”课程的学习，有一定语言实践经验。
【教材与主要参考书】 教材：Rod Ellis 《第二语言习得》上海外语教育出版社, 2000年。 参考书：P. M. Lightbown and N. Spada 《语言学习机制》上海外语教育出版社, 2002年。 Rod Ellis 《第二语言习的研究》上海外语教育出版社, 1994年。 大纲内容 第一部分Introduction: Describing and Explaining L2 Acquisition 【教学目的和要求】 教学目的：本章是全书的绪论，学习的目的是弄清第二语言习得的概念和目标。 教学要求：明确什么是学习者语言等相关概念，从而在整体上使学生对第二语言习得的基本理论有个概括性的了解。 【内容提要】 Ⅰ.The definition of second language acquisition Ⅱ.The goals of second language acquisition Ⅲ.Two case studies Ⅳ.Methodological issues Ⅴ.Issues in the description of learner language Ⅵ.Issues in the explanation of L2 acquisition 【教学重点与难点问题】 教学重点：the definition of second language acquisition 教学难点：the goals of second language acquisition 【复习参考题】 1. In what respects is Wes a …good language learner? and on what respects is he not one? 2. What is your own definition of a …good language learner?? 第二部分The Nature of Learner Language 【教学目的和要求】 教学目的：学生了解学习者语言的本质。 教学要求：要求学生理解错误的本质并能够进行相应的错误分析，了解语言习得过程的发展模式。 【内容提要】 Ⅰ.Errors and error analysis Ⅱ.Developmental patterns Ⅲ.Variability in learner language
母语对第二语言习得的影响 摘要：母语是影响二语习得最重要的因素之一。二语习得领域的研究者针对母语与第二语言习得之间的关系进行了深入研究，并提出了诸多理论学说。基于已往的研究成果，本文拟运用语言迁移理论对此问题进行较全面的论述，旨在探讨母语对二语习得的影响，构建克服母语干扰理论框架。 关键字：第二语言习得、迁移、母语、语言迁移 第二语言习得的过程和结果受到许多因素的影响。母语是习得二语时最不容忽视和影响力最为显著的因素，许多研究者对母语与二语习得之间的关系进行了深入的研究，提出了各类相似学说。本文探讨母语对二语习得的影响，为减少母语迁移对外语学习的阻碍提出切合实际的策略。 一、母语习得与第二语言习得 (一)母语与第二语言的概念 母语是指本民族的语言，所以也叫本族语，与外族语或外国语相对应。本族语和母语通称为第一语言。第二语言是泛指获得第一语言之后再学会的一种语言。当然。它又分为在目的语环境中学习的第一语言以外的语言，这叫习得第二语言。在非目的语的环境中学习第一语言或母语之外的其他语言，则称为外语。目前，在二语习得领域，多数研究者对外语和习得第二语言不加区分，统称第二语言。 (二)习得”与“学习”的差异 克拉申认为，流利的第二语言是运用“习得的”语言系统的结果，
只有语言习得才能直接促进第二语言能力的发展，才是人们运用语言时的生产机制。而有意识地“学习来的”语言知识只能用于监控，而不能视为语言能力本身的一部分。克拉申对“习得”与“学习”的区分是有一定道理的，但是二者绝对不是相互独立，毫不相干的两个过程，事实上这两种过程会交织在一起,无法截然分开。“学习”的知识经过一段时间也可有像“习得”来的知识那样处在“不自觉”的状态，低估了这种知识，就等于否定在课堂情景下学习第二语言的可能性。 二、母语在二语习得中作用的研究现状 截止到现在，已经有许多来自海内外的专家学者做试验，收集数据，目的是为了探究母语在二语习得中到底起多大的作用。从20世纪70年代起，学者们做试验并提出了各种各样的二语习得理论。近些年来，对该领域的理论研究又有了新的进展，尤其是乔姆斯基的普遍语法理论最为突出。基于乔姆斯基的参数理论，近几年的外语习得研究主要是关于学习者能否在不受母语影响的条件下而学习外语。一些研究者发现人们能不受母语的影响而学习外语，而另外一些人得出相反的结论。现在，人们对这一问题的看法更全面，得出这样的结论：母语对二语习得的影响是语言迁移研究的中心课题，既有正迁移，又有负迁移。 三、母语对第二语言习得的影响 我们都知道，任何事情都有两面性，有利也有弊，有积极的影响，也总会有消极的影响，母语在第二语言习得中的作用也是这样的。这也就是学术界对于母语在第二语言习得中的影响一直存在着争议的