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Ladies and gentlemen, I’m honored to stand here on behalf of my school to share my experiences and opinions with you. Some people say that our mother tongue is of great help to our learning English. However, for my point of view, too much use of Chinese will definitely exert negative effects and tend to hinder the learning progress.
Today if my students were here, some of them might say,“What a people mountain people sea! ”Funny? But popular among our students. Please allow me to show you a composition of my student to get a better view of this phenomenon which calls for deep thought. Besides poor vocabulary and grammar, problems also can be found in their pronunciation owing to the interferences of our mother tongue. As a middle school English teacher, I often hear many students reading English aloud, but I usually feel that they are actually reading Chinese. Because they do not realize that English is stress-timed while Chinese is syllable-timed when they are reading .For example, I even found one of my students pronounced “thank you ”like Chinese characters (三口油)。
All we mentioned just mow is as known as Chinglish,a sort of non-canonical English accompanied by Chinese language traits, including way of pronouncing and thinking, choice of words and phrases, expressions and sentence patterns.As Wanghuan, a famous linguist said “It’s the easiest and most natural thing for whoever learns a second language to apply his own linguistic habits to learning a foreign language.”This suggests that an emphasis should be put on the perception-oriented teaching and learning linguistic knowledge, such as phonetics, vocabulary, syntax and grammar.For the Chinese students, first thing is to listen and imitate it on a tape and listen for differences. Mimic as often as possible——it really works. Secondly,it’s essential and necessary for them to enlarge their vocabulary through reading and speaking and have a good understanding of English linguistic knowledge instead of using the Chinese thought pattern.
Nevertheless,English learning is a complex process, and even for those who have already possessed a good linguistic knowledge, it’s still difficult for them to comprehend and use what they are learning appropriately. Once I told my students an English joke. A little girl at her first church wedding suddenly whispered loudly to her mother,” Mummy, has the lady changed her mind?”“Why, dear, what do you mean?” “Well, Mummy, she went up the aisle with one man but came back with another.” When I finished, most the students just looked at me, puzzled. Why? Like the little girl, they don’t know that at a western wedding ceremony, a bride first needs to be escorted by her father hand in hand along the way to her groom, which is totally different from our custom. After hearing my explanation, the students burst out laughing. And this class turned out to be a good chance for the students to get to know some cultural background knowledge in addition to language knowledge itself. Without sufficient background knowledge of social culture, the cross-cultural difficulties will become a real obstacle in the English acquisition.
In conclusion, we teachers must ensure the students an exact and clear understanding of the language knowledge as well as abundant culture content in order to help them to overcome the interferences of our mother tongue. Unless in some clearly-defined circumstances, we’d better teach in all-English instead of in Chinese. Learning English is a process, not a sudden achievement. As long as you are progressing, you have nothing to regret!
Today if my students were here, some of them might say,“What a people mountain people sea! ”Funny? But popular among our students. Please allow me to show you a composition of my student to get a better view of this phenomenon which calls for deep thought. Besides poor vocabulary and grammar, problems also can be found in their pronunciation owing to the interferences of our mother tongue. As a middle school English teacher, I often hear many students reading English aloud, but I usually feel that they are actually reading Chinese. Because they do not realize that English is stress-timed while Chinese is syllable-timed when they are reading .For example, I even found one of my students pronounced “thank you ”like Chinese characters (三口油)。
All we mentioned just mow is as known as Chinglish,a sort of non-canonical English accompanied by Chinese language traits, including way of pronouncing and thinking, choice of words and phrases, expressions and sentence patterns.As Wanghuan, a famous linguist said “It’s the easiest and most natural thing for whoever learns a second language to apply his own linguistic habits to learning a foreign language.”This suggests that an emphasis should be put on the perception-oriented teaching and learning linguistic knowledge, such as phonetics, vocabulary, syntax and grammar.For the Chinese students, first thing is to listen and imitate it on a tape and listen for differences. Mimic as often as possible——it really works. Secondly,it’s essential and necessary for them to enlarge their vocabulary through reading and speaking and have a good understanding of English linguistic knowledge instead of using the Chinese thought pattern.
Nevertheless,English learning is a complex process, and even for those who have already possessed a good linguistic knowledge, it’s still difficult for them to comprehend and use what they are learning appropriately. Once I told my students an English joke. A little girl at her first church wedding suddenly whispered loudly to her mother,” Mummy, has the lady changed her mind?”“Why, dear, what do you mean?” “Well, Mummy, she went up the aisle with one man but came back with another.” When I finished, most the students just looked at me, puzzled. Why? Like the little girl, they don’t know that at a western wedding ceremony, a bride first needs to be escorted by her father hand in hand along the way to her groom, which is totally different from our custom. After hearing my explanation, the students burst out laughing. And this class turned out to be a good chance for the students to get to know some cultural background knowledge in addition to language knowledge itself. Without sufficient background knowledge of social culture, the cross-cultural difficulties will become a real obstacle in the English acquisition.
In conclusion, we teachers must ensure the students an exact and clear understanding of the language knowledge as well as abundant culture content in order to help them to overcome the interferences of our mother tongue. Unless in some clearly-defined circumstances, we’d better teach in all-English instead of in Chinese. Learning English is a process, not a sudden achievement. As long as you are progressing, you have nothing to regret!