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蒙古族大学生(以下简称蒙生)学习英语时涉及到三种语言:母语、第二语言(汉语)和目的语(英语)。三种语言在时间表达方法上有很大区别,它直接导致蒙生学习英语语法时态的难度加大。因此本文根据三种语言的时间表达的差异,有针对性地设计了任务,并选择三组不同授课语言的100名蒙生,通过误差分析方法,调查了蒙生第三语言学习过程中的语际影响。研究结果表明,蒙生学习英语时态时,不仅受到母语的影响,更重要的是受到第二语言和目的语的影响。根据分析学习者错误,得出结论:当决定用什么语言作为媒介语进行英语教学和编写教材时,应充分考虑语际影响,尤其是第二语言能力对目的语学习的影响。
Mongolian students (hereinafter referred to as Mongolian) to learn English involves three languages: mother tongue, second language (Chinese) and the target language (English). The three languages have very different ways of expressing time, which directly leads to the difficulty of Mengsheng in learning the tense of English grammar. Therefore, according to the differences in the time expressions of the three languages, the paper designs the tasks in a targeted manner and selects three hundred Mongolian students of different teaching languages to investigate the differences between Mongolian students in the third language learning process through error analysis International influence. The results show that when studying English tense, Mongolian not only affected by his mother tongue, but more importantly, was influenced by the second language and the target language. Based on the analysis of learners’ mistakes, it is concluded that when deciding what language to use as an intermediary for English teaching and teaching, full consideration should be given to linguistic influences, especially the influence of second language ability on target language learning.