Роль родного языка в обучении иностранному (The role of mother tongue in learning foreign language)

• Номер работы:
  86028
• Раздел:
  Все работы   →   Дипломные работы   →   Английский язык
• Год добавления:
  11.05.2008 г.
• Куда сдавалась:
  Международный Славянский Институт
• Объем работы:
  48 стр.
• Содержание:
  Content
  
  Introduction 3
  Chapter 1. The role of mother tongue in learning foreign language 6
  1.1. Foreign Language and Mother Tongue 6
  1.2. Empirical data on foreign language acquisition at pre-school age 9
  1.3. The mother tongue as a base of reference 22
  Chapter 2. The techniques of using the mother tongue in learning foreign language 30
  2.1. Techniques of using the mother tongue in learning foreign language 30
  2.2. Bilingual techniques allow teachers to bypass the grammatical progression of textbooks. 35
  Conclusion 41
  The list of literature 45
  
  
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  Introduction
  
  
  The main argument of this diploma is that people with more than one language have different knowledge of their first language (L1) than do monolingual people, and this difference can mainly be due to the effect of subsequent languages on the development and use of L1 skills. According to Grosjean (1992), Cook (1992), research on bilingualism has been under the influence of a monolingual view for decades although several researchers, including Meara (1983), Grosjean (1992), and Cook (1993), disagreed with this view because it treats both languages as if they were the first language. Meara
  argued that "there is no reason why a person who speaks
  both English and Spanish should behave in the same way as a monolingual
  speaker of either language." Grosjean suggested that the
  bilingual is a "specific speaker-hearer" and not two monolinguals in one
  body. Bilinguals and multilinguals have a unique competence that Cook
  called multicompetence, which in some respects contains a
  state of L1 knowledge different from that of monolinguals. Having
  reviewed the evidence for these differences, Cook concluded that
  people who know more than one language have a distinctive state of mind,
  multicompetence, that is not the equivalent to two monolingual states. He
  argued that multicompetence is not a final state of mind as the native
  monolingual's competence is but covers all stages of second language
  acquisition.
  The actuality of the chosen theme of the diploma work is caused by that that foreign language teaching is always connected with intercultural education, teaching of the language of international communication or the language of a neighboring country and it also means the absence of natural language environment. Very often the language atmosphere has an artificially modeled character and is limited by the walls of the classroom where the teacher creates language environment.