毕业论文--manipulating chinese transfer in high school efl speaking teaching toward a contrastiveanalysisbased integrated approach英语.doc

Manipulati ng 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 the same time, in oral English teaching in middle school study, although scholars take the full use of various of new research perspective in-depth to study the relationship between Chinese and English learning based on the interaction hypothesis and cooperative learning theory relatively, the research so far has the ings as follows, the philosophy guiding prehensive, the theoretical method basis pursuing is novel, make excessive use of to quantitative analysis of empirical research, despise of theory inquiry and prefer to make the research of qualitative analysis of empirical research. The research target of this paper is for middle school spoken English (voice) existing in teaching practice that can not reasonably deal with the relationship between the influence of Chinese and English learning. So that it leads to the result that the students can not avoid negative transfer of Chinese language, and they can not make full use of the positive transfer of English learning. Aiming at the phenomenon that the philosophical guidance related research in spoken English teaching in middle schools lacks prehensive and systematic theory,and some problems which has been told above, such as the theoretical method basis pursuing is novel, make excessive use of to quantitative analysis of empirical research, despise of theory inquiry and prefer to make the research of qualitative analysi