Research of Using Chinese in the Foreign Language

【摘要】在外语教学中是否使用或多大程度上使用汉语一直是争论的焦点。传统观点认为，汉语使用会对外语教学具有负面影响。但最近研究表明，汉语在外语教学中具有积极的作用。

【关键词】母语迁移； 正迁移；负迁移；汉语角色；外语教学

Abstract: The role of Chinese in foreign language teaching is controversial. In the traditional point of view is Chinese has effects on the studying of foreign language. But the recent research indicated that Chinese has positive affects in foreign language learning.

Key words: mother language transfer; positive transfer; negative transfer; the roles of Chinese; Foreign Language Teaching and Learning (FLT/L)

1 Introduction

1.1 Research of Using Chinese in the Foreign Language

In recent years, more and more scholars at home and overseas realize that the mother language’s thinking pattern and its knowledge on foreign language teaching can’t be neglected. For example, Guo Chunjie and Liu Fang (1997:10) record the thinking process of 12 students on their writing English composition of whom 10 are junior school students and 2 are college students by using the method of thinking with voices(有声思维法). The research found that 92% percent students depend on the mother language to analyze and judge in the process of apprehending composition, 60% students should use the mother language to frame. Furthermore some other researches found that the mother language and the quality of composition have a very intimate relationship. For example, Lay (1982:406--407) found that students who use the thought of the mother language are better than the students who do not in dealing with the structure content and details.

2 A Reappraisal of the Roles of Chinese in FLT and FLL

2.1 Analysis on the Main Reason Lead to Negative Effects--the Interfere of Chinese

There is a saying in English: “Grammar leaks”. We can start from this axiom: Any language has numerous grammar rules. “Grammar leaks” refers that the generality of the rules cannot be fixed, and many ruled have exception. For an instance, the plural forms of English nouns made up of “--s” or “--es”, however, some nouns don’t obey to this rule (sheep is an exception). If that, the slope the rules cover may be 90% or 80%, even lower. Grammar books cannot deal with all the rules; the rule with the generality of 50% is not rule to add in the theoretical grammar books, so there is few these rules in teach grammar. If the rules with low generality are not clearly collected in books, but probably exist in the speaker’s mind, as one’s instinctive feel for the language.

The increasing of the engagement and practice foreign language. This is one of the effective ways to overcome Chinese interference. We can let the correct use of foreign language to conquer the brain achieve the automat city of the use of foreign language through a large amount of input to resist the automated mother language; in order to inhibit Chinese interference.

2.2Ways to Develop the Positive Effects of Chinese in Foreign Language Teaching

2.2.1 Learning methods to the foreign language learners

First of all, using Chinese can facilitate learning and memorizing. Memorizing is a very important part in the foreign language learning. Students generally are more sensitive to Chinese than other language and easier to remember Chinese than other language. They also have very deep impression. When students remember foreign vocabulary or language knowledge, they are always likely to establish close contact with Chinese. Teacher should make use of Chinese to help students learn and remember in the light of specific conditions.

Second, using Chinese just in time to explain abstract concept of grammar and synonym is an effective teaching strategy. In foreign language teaching, when teacher explain abstract concept of grammar or synonym, suitable using Chinese can get twice the result with half the effort.

2.2.2 Attentions by the foreign language teachers in foreign language classroom

2.2.2.1 Use Chinese at the right time

Being doused in a long, long foreign explanation, even the best student would sometimes distract attention and feel tired in foreign language class, which would makes them unsure of the teacher’s teaching. Thus, using one or two Chinese sentence at the right time would undoubtedly arouse stimulation effect.

2.2.2.2Use Chinese in certain quantity

Although there is so many tutors agree with the application of Chinese, we still need to pay attention to its quantity. Just like Danchev (1982：39--61) had said: “The application of source language should not be unrestricted, or else, it would be source language teaching!” The way I see it, when explaining paragraphs and commenting certain topics, teachers had better apply the foreign language. Because the time you are using the foreign language, you are presenting students the way to organize sentences around a topic, which would foster their habit of thinking in target language and let them imitate and apply the language.

3 Conclusion

We can use Chinese in the foreign language teaching and learning to develop the necessary function of Chinese. At the same time, using Chinese is not the purpose, which is just a method. The ultimate goal of the foreign language teaching and learning is to arouse students’ strong desire to practice the foreign language and communicate by it. The foreign language teachers should try their best to eliminate the interference of Chinese in the FLT and FLL and develop its positive affects. They should avoid the abuse of Chinese and prevent the reverse affects.

Bibliography:

[1]Atkinson,D. (1987). The mother tongue in the classroom: A neglected resource ELT Journal , (4).

[2]Danchev, A. (1982) Transfer and Translation. Finn lance, (2).

[3]Lay, N. (1982) Composing Processes of Adult ESL Learners: A case study, TESOL Quarterly, (16).

[4]郭纯洁，刘芳.外语写作中的母语动态影想研究.《现代外语》，1997（2）

[5]郭铭华.论母语在外语课上的作用.《外语教学与研究》， 2002（4）