A Research on the Role of the Mother Tongue in the Intensive English Class.docVIP

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A Research on the Role of the Mother Tongue in the Intensive English Class.doc

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A Research on the Role of the Mother Tongue in the Intensive English Class.doc

A Research on the Role of the Mother Tongue in the Intensive English Class Abstract The present study explores the extensive employment of the mother tongue in the intensive English classes. Analyses indicates that far from being a detriment to the language learning and teaching in classes， appropriate use of mother tongue is affirmed by both teachers and students， whose response toward the investigation resemble each other. Key words： Mother tongue； Intensive English class； English teaching ZHU Lei （2012）. A Research on the Role of the Mother Tongue in the Intensive English Class. Higher Education of Social Science， 3（3）， -0. Available from： http：///index.php/hess/article/view/j.hess.1座机电话号码0120303.ZR3ZL DOI： http：///10.3968/j.hess.1座机电话号码0120303.ZR3ZL INTRODUCTION With the proliferation of communication， the course of langue teaching and learning becomes one of the focuses of the whole society. Therefore how to teach and learn English efficiently remains the major task of all English teachers. Although the controversy over whether the mother tongue should be employed to exist， more and more researches show that Chinese was quite extensively adopted in the foreign language classrooms， and many teachers and students expressed their approval towards the use of mother tongue. 1. LITERATURE REVIEW Those people who are against the employment of the mother tongue in foreign langue class point out that the use of the mother tongue will result in misleading and even faults. For example， Lado （1964） and Gatenby （1967） opposed the exercises of translating from the foreign langue into the mother tongue and believed that this kind of practice could not replace necessary language exercises and would lead to mistakes. Geogre （1972） also held the similar idea that the use of the mother tongue would make the students foster the habit of substituting with their mother tongue. Perdue （1993） said from a cognitive point of view that the use of the mother tongue would distract students