manipulating chinese transfer in high school efl speaking teaching toward a contrastiveanalysisbased integrated approach英语学位论文 .docVIP

Manipulating Chinese Transfer in High School EFL Speaking Teaching: Toward a Contrastive-Analysis-based Integrated Approach Abstract In current middle school spoken English (voice) teaching, though teachers often use a variety of new teaching ideas and methods based on the interaction hypothesis and cooperative learning theory, they can not reasonably process the relationship between Chinese (voice) and oral English acquisition, with the result of leading to the middle school students oral English learning cannot avoid negative transfer of Chinese or make full use of the positive transfer. At