The Influence of Mother Tongue on Second Language Learning英语(毕业论文).docVIP

The Influence of Mother Tongue on Second Language Learning英语(毕业论文).doc

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The Influence of Mother Tongue on Second Language Learning英语(毕业论文)

The Influence of Mother Tongue on Second Language Learning Abstract: In China, the second language of most the people is English and Chinese students commonly begin to study English when they have already had a good acquisition of their mother tongue. So the mother tongue has a considerable influence on the way a second language is learnt. We can make best use of mother tongue while learning the second language, not only can we learn the second language well but also not forget the mother tongue. This paper which carries on further analyse and research this influence in the massive research foundation, includes the concept of the mother tongue and second language, the influence of the mother tongue on the second language learning in translating and the sentence structure and elaborating the influence of the mother tongue on the second language learning in the writing through an experiment. Key words: mother tongue second language influence Introduction In the field of Second Language Acquisition, linguists found that mother tongue had a great influence on the acquisition of target language. Very often, when an L2 learner intends to express himself in the target language, his L2 pronounciation may sound unnatural, with a flavor of L1 influence. And this would make the learners produce an incorrect sentence. Many of Chinese students have already acquired some Chinese before they learn English, which make them naturally use the knowledge of mother language to learn English. As a result, the influence of mother language in the English learning is unavoidable. 1.The reason of causing transfer Transfer would not happen without any condition. So does the transfer in languages. L1 is considered as a kind of input from the inside. This input will occur just under some conditions. There are some cognitive constraints that govern the transfer of L1 knowledge. One such constraint identified by Kellerman (1983) is as follows: I want now to examine one facto

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