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某某 师 范 学 院

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 本 科 毕 业 论 文

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汉语在初级英语教学中的积极作用

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姓名: 高丽菊

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学号：2006061107

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指导教师姓名：     付  丽  彬   

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职        称：     副 教 授      

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单        位：     外国语学院   

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专 业 名 称 ：     英 语 教 育  

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申请学位级别：     学       士  

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论文提交日期：      2010 年5月 

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学位授予单位：     某某师范学院 

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二0一0年五月

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On the Positive Impacts of Chinese in Elementary EnglishTeaching

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Fu Libin

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A Thesis Submitted as a

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Partial Fulfillment for the Degree of

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B.A. in English

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YUXI NORMAL UNIVERSITY

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Except where referenceis made in the text of the thesis, this thesis contains no material publishedelsewhere or extracted in whole or part from a thesis presented by me foranother degree or diploma.

No other person’s workhas been used without due acknowledgement in the main text of the thesis.

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This thesis has not beensubmitted for the award of any other degree or diploma in any tertiaryinstitution.

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Signature:

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Date:

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Iwould like to express my sincere gratitude to the following people who havegenerously assisted me with their knowledge and time during the process of mythesis writing.

First,I am most grateful to my supervisor, Associate Professor Fu Libin, for herenlightening guidance, constructive suggestions and critical judgments in theaccomplishment of this thesis. Without her invaluable advice and help, thisthesis would not have come into being.

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Second,I would also like to acknowledge my debts to Ni Yuejian for his precious adviceon my thesis lesson.

Third,no amount of thanks will be adequate for all the teachers in the School of ForeignLanguages of Yuxi Normal University who taught me and gave me great help duringmy study.

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Lastbut not the least，heartfelt thanks go to my family support and encouragements that haveaccompanied me through my four-year undergraduate study.

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Abstract

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Withthe economic globalization and the science and technology internationalization,English as one of the most important information carriers, has become the mostextensive language. More and more people have recognized its importance. In China,the vast majority of people learn English as a foreign language. Chinesestudents are influenced by their mother tongue when they begin to learn English.The knowledge of the original Chinese language is bound to impact the newlanguage system. Chinese and English have something in common, which canpromote the understanding of the English language, and help English languagelearners increase the interest in learning English. For the new Englishlearners, the proper use of Chinese in English class will help students studywell. The paper begins with the analysis of the presentsituation of English teaching in Chinaand focus on the application of Chinese in English class in Xinjie Middle School.By analyzing the questionnaires and interviews from the teachers and studentsof this school, the researcher gets the idea that the role which Chinese playsin elementary English teaching is evident.

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Key words: Chinese; elementary Englishteaching; positive effect

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摘 要

随着经济全球化和科技国际化的潮流，英语作为最重要的信息载体之一，已成为人类使用的最广泛的语言，其重要性已为越来越多的人所认识。在中国，大多数人把英语作为他们的外语。许多学生在开始学英语的时候总会受到母语（汉语）的影响。英语和汉语之间有共同之处，汉语可以促进学习者对英语的理解和帮助学习者提高学习英语的兴趣。特别是对初学英语者，适当的运用汉语可以帮助他们更好的学习英语。本文从中国英语教育的现状出发，侧重于对新街中学英语课堂中汉语的使用情况的调查，通过系列的问卷和采访得出：汉语在初级英语教学中的积极作用是非常明显的。

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关键词: 初级英语教学; 积极作用 paper51.com

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Statementof Authorship……………………………………………………….……………i

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Acknowledgements. ii

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Abstract iii

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摘  要.... iv

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Contents.

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1. Introduction. 1

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1.1 Background of the Research  ……………………………………………………….1

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1.2 Significance of the Research  ……………………………………………………….1

1.3 Scope of theResearch  ……………………………………………………………2

1.4 Objective of the Research  ……………………………………………………………2

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2. Literature Review.. 3

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2.1 PositiveTransfer and Negative ransfer…………………………………………………3

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2.2Related Research of Positive Transfer……………………………………….…………3

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2.3 Positive Impacts of Chinese in English Teaching……………………………...............5

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3. Research Design and Methods. 6

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3.1Population and Subjects  …………………………………………………………….6

3.2Research Instruments  …………………………………………………………………6

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4.Findings of theResearch…………………………..……………………………… ……....7

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4.1DataAnalysis and Findings of the Checklist ………………………………………….7

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4.2 Findingsof the Iinterview Questions  .…………………………………………….10

4.3 Summary…………………………………………………………………………….10

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5. Strategies of Using Chinese inEnglish Class…………………………………................10

5.1 Comparative Analysis of the Chinese and the EnglishLanguage System….............10

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5.2ComparativeAnalyses of the Cultural Background Differences between Chinese and English……………………………………………………………………………..11

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5.3Using Chinese Properlyin Classroom Teaching…………………………………...12

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6. Conclusion. 12

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7. Limitation of the Study andSuggestion for the Further Research…………………….13

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References. 14

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Appendix 1: Checklist

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Appendix2: Interview Questions

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Appendix 3: Interview Questions

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1.Introduction

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1.1 Background of the Research

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Withthe development of the world economy and cultural exchanges, to master aforeign language is an essential skill for the Chinese students. English is oneof the languages which is spoken by a lot of people and has been widely used.English is listed as a compulsory subject in China; much attention has been paidto it. Can Chinese be used in English class? There are two different points ofview for the role of Chinese in English teaching. Somepeople think that teachers should use English all the time. English should beused as the main classroom language. Speaking English all the time in Englishclass will help the students study English well.But for other people, they believe that the proper use of Chinese inEnglish class is necessary. As English is a new language for the students,without the help of Chinese, they cannot understand the teacher well, and theywill lose heart in learning English. In fact, Chinese has a lot of positiveimpacts on English teaching, especially for beginners. Therefore, the researcherwill try to discuss the positive impacts of the Chinese in elementary Englisheducation.

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1.2 Significance of theResearch

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According to the “restructuring continuum”, the leaner is seen as gradually replacing features of themother tongue as he acquires features of the target language.”(Rod Elli， 2007) Sothe role of Chinese in English teaching is very important. However, a lot of teachers think that in English class they shoulduse English all the time so that the students can study English well. They donot recognize that most of the studentslearn English as a foreign language and their English is very poor. When the students begin tolearn English, they have never been in touched with English before they go toschool. If the teacher teaches in Englishin class all the time, the students will lose confidence in learning English.But if the teacher uses Chinese proper in English class, it will help themunderstand the texts and the teacher well. The appropriate use of the mother tongue in theforeign language teaching is necessary. They have mastered their mother tongue andaccumulated a great deal of experiences in the use of mother tongue. Foreignlanguage teaching should make full use of knowledge and experience of themother tongue. Chinesehas a lot of positive effects in English teaching. Mostteachers seldom realize the significance of Chinese in Englishteaching. Consequently,they cannot use Chinese help their teaching. This paper willresearch the positive impacts of Chinese in elementary English teaching.

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1.3 Scope of theResearch

The study focuses on the status quo of Englishteaching in Xinjie Middle School from Dayao County.  Three classes, respectively chosen fromGrade One to Grade Three are involved to answer the questionnaire and tenEnglish teachers and ten students from this school are interviewed. 

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1.4 Objective of theResearch

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The objective of the research is to search for the positive impacts ofusing Chinese in elementary English teaching. Hopefully, it is will help the elementarylearners learn English well.

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1.5 Research Questions                                                                                                  

⑴ What is the students’ attitude to use Chinese in Englishclass？

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⑵ What is the teachers’ attitude to use Chinese in Englishclass？

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⑶ Chinese can be often used in English class？

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⑷What is the positive impacts of using Chinese inelementary English teaching?

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2. Literature Review

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2.1 Positive transferand negative transfer

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All second language learners experience the processof acquiring a second language with their mother tongue. However, the learner’sexisting linguistic knowledge influences the course of second languagedevelopment. Language transfer is the phenomenon that the learners apply theirfirst language knowledge subconsciously in learning a second language. In otherwords, language transfer is the result of similarities and differences betweenthe target language and any other language that has been acquired. Languagetransfer can be classified as positive transfer and negative transfer. Positivetransfer refers to the positive influence of cognate vocabulary or any othersimilarities between the native and target languages. Negative transfer is nomore than the term interference, in which first language interferes with secondlanguage learning where differences exist between first language and secondlanguage.

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While it is generallyagreed that there are positive and negative transfer in language learning, butthe majority of articles are discussed the phenomenon of negative transfer, thediscussion about positive transfer is not to much. The most famous researchesabout positive transfers are Chomsky’ Universal Grammar and Greenberg’Linguistic Universals. They agree that in the beginning of the second language acquisition,the positive transfer is very obvious.  

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2.2The related researches of positive transfer

Alarge number of studies show that native culture causes positive transfer whenone studies a foreign language. In other words, a deep cultural ground in themother tongue will help and promote the learner study a foreign language well.

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We have known that we begin to learn alanguage from the L1 knowledge and we cannot change the migration andinterference, but we can regard the migration and the interference as thepremise to learn a foreign language. No doubt,learners (learning a foreign language) regard L1 as a reference; therefore, wecan point out the similarities and the differences of the two languages helpthem gradually formed a new L2 system. In cross-language learning strategies,we admit the function of the migration / interference, so awareness must bemoved between the L1 and L2. Comparing the similarities and differencesof the two languages’ phonetics, vocabulary, grammar isgood for helping learners build a new L2 language system ” (Stern，1992)

From Stern’s description, the researcher can get an idea of that thenew English learners can build a target language system with the help of thefirst language.

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    The students’mother tongue is mainly relied upon for class teachingorganization. In the course of teaching, both the native and foreign languagesare used. By conducting exercises of comparison and analysis of the two    languages, their similaritiesand differences can be found. (Yuanshiqi, Qidefeng, 1998)

In order to find the similaritiesand differences of the native and foreign languages, the mother tongue shouldbe used for class teaching organization.

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    The learners of a second languagestart out with their language, which we call source language. They are on theirway to learn a target language. Beginners are closer to their sourcelanguage.  (Ling Zhenghua, 2006)

Because the beginnersare closer to their source language, the source language can be used as a meansto learn a target language.

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    From theresearches above, the researcher find that positive transfer plays an positiverole in learning a target language, the learners can make good use of it.

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2.3 The positiveimpacts of Chinese in English teaching

There is something in common between the two languages. By comparing twokinds of cultures we can find a variety of cultural factors affectingcommunication .Many empirical studies have shown that English learners in thecognitive process of thinking rely on their mother tongue, especially in thewriting and reading process. Languages are interlinked. English and Chinese’sgrammatical structure is very similar in some areas. Both Chinese and Englishhave same sentence elements such as subject, predicate, object, attribute,adverbial. If we have masteredthis knowledge when we learned English, it will play a positive role in Englishlearning.

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Chinese promotes the understanding of English learning. Most of the accession of new information is based onexisting knowledge. And some new information itself contains the same elementswith old knowledge. In the course of learning a foreign language, Chinese is acognitive basis, and it is inevitable. Therefore, learners can use theirexisting knowledge to study and understand the English language rules, thuspromoting learning of English.

Chinesecan enhance interest in learning English. If one has deep interests in something,one will have more interest in learning it; On the contrary, it will preventpeople from learning. Generally speaking, individuals are more likely to learnthe things they like. In classroom teaching, due to the unbalanced ability andlevel among learner, only a portion of learners is able to keep up withteachers by using full English teaching. Students who are weak in listening canhardly keep up with others. Even they are avoiding learning a foreign language.Gradually, they will feel frustrated and lose confidence and interest. They willnot participate in classroom activities and begin to be tired of learningEnglish, and even to give up learningEnglish.

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3.Research Design and Methods

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3.1 Population andSubjects

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The respondents are from Xinjie Middle School.They are from three classes; totally 120 students there are ranging from GradeOne to Three and each Grade has 40 students. The researcher hopes that theparticipants who come from the each grade will more accurately reflect thegeneral status quo and provide more reliable data. Theresearcher interviewed 10 English teachers and 10 students from different Grades.

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3.2 ResearchInstruments

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 Two kinds of instruments havebeen used in this research. They are questionnaire, interviews. The questionnairesare to discover the status quo of the use of Chinese in English class in Xinjie Middle School. The interviews, which are made up ofthree items (see Appendix 2and Appendix 3), are designed to inquire 10 studentsand 10 English teachers of their views on the use of using Chinese in Englishclass. All are open-ended questions. 

 120 questionnaires have been delivered tothe classes. Among the 120 questionnaires distributed, 110 of them areretracted, of which100 questionnaires are eligible.

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4 Findings of the research

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                                                         Items

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Always

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Often

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Sometimes

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Rarely

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Never

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1. Dose your teacher use Chinese in English class?

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30%

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25%

38%

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7%

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0

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2. Can you understand your teacher when he/she speaks English?

12%

20%

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21%

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43%

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4%

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3 Have you ever tried to translate English into Chinese in English class?

55%

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19%

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16%

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10%

0

4. Do you benefit from the use of Chinese in English class?

58%

23%

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12%

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9%

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0

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4.1 Data Analysis and Findings of the Checklist

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The table shows that many students choose“always” from item 1 to item 4 except item 2, with a percentage of 30%, 55% 58%. From the table we can see that there are a lot ofteachers in Xinjie Middle School usingChinese in English Class. Without the help of Chinese, the students cannotunderstand their teacher very well. Only 4 percent of the students canunderstand their teacher, and all of them are from Grade Three. A lot of studentstry to translate English into Chinese in English class. In other words, theytry to use Chinese to help their English learning. There is no teacher speakingEnglish all the time. All the students use Chinese to help their Englishlearning and they benefit from the use of Chinese in English class more orless. 

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4.2 Data Analysis and Findings of the InterviewQuestions

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For the first interview question, more than8 of the 10 English teachers hold the opinion that using Chinese in Englishclass is very important. They said because most students come from countryside,and have never been in touch with English before they go to the middle school.If the teachers use English all the time in the class, the students cannotunderstand them, and they may spend a lot of time in explaining a very simplequestion, even a simple word. The use of Chinese will help the students studywell and it will save a lot of time. Chinesecan be used as a mean of explaining English especially when we meet someabstract and complex linguistic knowledge, for example, the word“ revolution”.Chinese will make the explanation easy.

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 For the second interview question, theteachers from different Grade give different answers. The teachers from GradeOne said that they often use Chinese in the classroom. If they speak Englishall the time, the students cannot understand and may lose heart in learning English.The teachers from Grade Two agree they use English when they are giving somesimple classroom instruction like greeting. The teachers from Grade Three tryto use some easy words to explain the difficult one, but for the most difficultwords, they would like to use Chinese. Theteachers’ answers show that how many the Chinese is used in English class isdepend on how many English the students have mastered ,  the more the students mastered, the lessthe teacher use Chinese. But all of them agree that use Chinese in class isvery important.

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As for the students’ first interviewquestion, every interviewee airs the opinion that t using some Chinese in classwill help them understand the teacher well. Because their English foundation isnot very good, if the teacher speaks English all the time, they cannot catch upwith him. Nineof the students think the use of Chinese in English classes can make themmentally more relaxed.

For the second question, they all thinkthat English will help them understand the teacher better and makes them studyEnglish easier. The have already studied Chinese very well; they can use theirChinese knowledge to help their English study.

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4.3 Summary

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Using Chinese inEnglish class is very necessary. It can help the teacher teach English better,save some class time and help the students understand their teacher well. Thestudents can also use Chinese knowledge they know to help the English study.

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5. Strategies of using Chinese in English class

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Because Chinese has alot of positive impacts in English teaching, knowing how to use Chinese inEnglish class is important.

5.1. Comparative analysis of Chinese and English languagesystem

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In the primary stage of English teaching, comparative analysis of Chineseand English language system is very useful. It will help us determine thedifficulty of teaching and focus on these difficulties.

When students begin to learn English, they have already mastered Chinese.However, Chinese rules are not the same as that of the English. When they runinto English, they will consciously or unconsciously compare it with the Chinese.In the practice of English teaching, for the feature of that the students oftenuse Chinese rules to learn English, teachers should be conscious to comparativeanalysis of the Chinese and the English to find out the differences and similaritiesbetween them. They determine the teaching difficulties and focus by doing this.This is to get rid of the interference of Chinese, so that students can developa good habit at the basic stage of the language English learning. For example,in the answer of negative interrogative sentences, the expressions of the twolanguages are completely different. English often expresses the facts of thequestion, such as "She didn't go there last night, did she?" The answershould be "No, she didn't." which means she did not go there lastnight or "Yes, she did." means she went there. However, in Chinese, peopleoften express the positive or negative view first to the hearers, so the answerto the above sentence in the Chinese expression is "Yes ah, she did not gothere last night." Or "No, She went there last night.” By thiscomparison, the difficulties of teaching become obvious. Lado (1957) said “Theteacher who has made a comparison of the foreign language with the nativelanguage of the students will know what the real problems are.”

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5.2 Comparative analyses of the cultural background differencesbetween Chinese and English

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The early comparative analysis of Chinese and English is mainly in thephonological, morphemic and syntactic levels. In the early 50's Lato pointedout that the cultural contrast is very important in English teaching. He said(1957): "To compare two kinds of languages and cultures is to discover anddescribe the difficulties they have met when they learn another language.”However, comparison of culture in English teaching has not given due attention.In fact, in English teaching the comparative analysis of Chinese and English onthe cultural background is very important, because many of the mistakes incross-cultural communication are due to a lack of awareness of culturaldifferences. For example, for the first time the English or American invitesthe guests to drink (or eat) something, if the guests answer in the negativeway, they would not be treated; while in Chinese culture, the owner will generallyrepeatedly persuade the guests, and the guests would like to refuse again andagain before they accept. If language learners are not aware of this culturalbackground differences, the mistakes in communication is inevitable. Therefore,in English teaching, enhancing the comparative analysis of the differences incultural backgrounds between Chinese and English is good for language learnersto cultivate and improves communication skills and has great significance toenable them to reduce and avoid failure.

5.3 Using Chinese properly in English class

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In classroomteaching, when the students do not understand the explanation of the difficult wordsor concepts of teaching in English, then the proper use of Chinese are oftenmore effective and easier for students to receive. And proper use of Chinesefor some translation not only enable students to understand these terms, butalso can save a lot of classroom time for other teaching activities.

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6. Conclusion

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This paper concentrates on the positiveimpacts of using Chinese in elementary English teaching.

The findings show thata large number of people agree the use of Chinese inEnglish class is good for the teachers and the students. For theteachers, the use of Chinese will help the teacher save a lot of class time.For the students, it will help them understand the teachers well. Using Chineseproperly in English class will help the students build confidence in learning English.It will also inspire the students’ enthusiasm to learn English and reduce theirlearning anxiety. At the same time, despite the difficulty of Englishlearning is increasing, the students can appreciate the joy of success, so thatthey will not lose interest in English. Although the teacher should create anEnglish environment for the students, they can not use Chinese all the time inEnglish class for beginners. The use of Chinese in English class should proper.

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7 Limitations of the Study andSuggestion for the Further Research

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As is stated above, there really exist some argumentsthat to what extent the English thinking mode differs from that of Chinese. Howdo we know the two is in conflict with each in English class? How much percentof using Chinese is proper?  This isa practical and challenging issue which is worthy of further research.

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This paper mainly focuses on the Xinjie Middle School and covers only three classes; therefore, it had asmall scope of the researched samples. Besides, due to the limitation of thewriter’s professional knowledge and her ways of collecting, analyzing andsummarizing the data, this paper must have many shortages, which leaves a lotto be improved. 

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In addition, with the development ofChinese economy, English teaching methods need improving, so the research inthis aspect should be done continually.

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References

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Aronoff, Mark ＆Rees-Mllier，Janie. The Handbook of Linguistics.Beijing ForeignLanguage Teaching and Research Press, 2001.

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Cook, Vivian. Linguistic and SecondLanguage Acquisition. Beijing: Foreign Language Teaching andResearch Press, 2000.

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Rod.Ellis.Understanding Second Language [M].Shanghai: Shanghai ForeignLanguage Education Press, 2007

Stern．Issues andOptions in Language Teaching．[M] Oxford：OxfordUniversity Press，1992：284．

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龚玉香.母语在外语教学中的使用策略[J].河南机电高等专科学校学报,2005,(3)：2.

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贾京，刘翠莲.试论母语在二语习得中的作用[J].外语教学研究，2008，（1）：183.

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寮菲：《第二语言习得中母语迁移现象分析》 [J] 《外语教学与研究》  1998（2）

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潘华慧.汉语对英语学习的干扰 ［J］.广西民族学院学报（ 哲学 社会科学 版），1994

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苏留华.母语迁移对第二语言学习的影响［J］.北京第二外国语学院学报，2000，（4）

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文秋芳，郭纯洁. 母语思维与外语写作能力的关系［J］现代 外语，1998

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张耀成.浅谈母语对英语学习产生的不良影响［J］.黑龙江高教 研究 ，1994，

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                                                         Items

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Always

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Often

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Sometimes

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Rarely

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Never

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1. Dose your teacher use Chinese in English class?

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2. Can you understand your teacher when he/she speaks English?

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3 Have you ever tried to translate English into Chinese in English class?

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4. Do you benefit from the use of Chinese in English class?

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Appendix 2: Interview Questions (for teacher)

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1. Do you think it is very important to use Chineseproper in your class? Why or why not?

2.How to use Chinese in English class?

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Appendix 3: Interview Questions (for student)

1． Do you like your teacher speak Chinese when he /she haveEnglish class? Why or why not?

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 2． If you thinkspeak Chinese in English class is good, what can you benefit from it?

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