The Psychologically Situational Context In Language Transfer

Language transfer and its relation to context has been a relative perennial issue that has been studied from various perspectives. Considering the relationship between L1 transfer phenomenon and L2 learners'contextual knowledge, many linguists make in-depth research and put forward many new theories like the Compensation Hypothesis from Prof. Wang Chuming. They are claimed to be able to explain why transfer is a pervasive phenomenon in L2 learning and how to solve the negative transfer through the contexts,especially the Compensation Hypothesis.However, in the L2 teaching and learning practice, we find we cannot construct learners'internal context and they cannot contextualize and internalize the L2 knowledge in the constructed external context. Accordingly, these theories and hypothesis are only confined to an overall"transplant"from all the transfer and context theories. This is a bit limited for the actual construction of context in the EFL teaching and learning. In other words, it is difficult to apply these theories to practice. Wherefore, they also lack the real and feasible guidance to realize the aim of the analysis on the transfer and the context.Hence, the present study sets out to analyze the learners'psychological effects on language comprehension and acquisition from the linguistic, philosophical, psychological and other new visual angles in an attempt to find out how to reconstruct the actual context so that we can reduce greatly negative transfer in SLA. Based on the analysis, this paper proposes a notion of"the psychologically situational context (the PSC)"and makes some exploratory empirical studies, which aims to minimize the effect of negative transfer and to improve L2 instruction grounding on the external and internal context.It is expected that this study will provide a new perspective on context, language transfer and the compensation hypothesis. And it is also expected to pinpoint an actual input point in SLA context.