Research On Application Of Mother Tongue Learning Strategies In Junior English Learning

Using learning strategies effectively and personally becomes an important symbol of being able to study. Taking a close look at the present situation of English learning in middle schools, we find that it is far from being satisfactory. English-learning is a complicated brain work just as mother tongue learning. Learners need to reconstruct the language system which is influenced by the cognitive structure of mother tongue. Few people now are aware of the importance of mother tongue background in English-learning. In fact, language-learning includes mother tongue learning and English-learning. Researches and practice of language learning should be guided by a concept of holism and interconnection.This thesis is based on both theories and practice. At first, we review the studies in related fields in home and abroad,and reaffirmed the vital function of the cognition structure of mother tongue in English-learning. Secondly, we suppose that successful mother tongue learning strategies can be transferred and promote spoken English-learning. Lastly, our suggestion is proved to be effective in teaching practice.The major findings in this research are as follows:1. Using the learning-strategy of Chinese Pinyin during English phonetic learning, learners can read the English words quickly and correctly, grasp more words easily and improve their learning.2. The reciting strategy that students grasp when they learn mother tongue can be transferred into English-learning. It can made students get more lexical chunks, form better language sensitive and improve their spoken English level.3. The students who are good at Chinese have an advantage in English-learning. For example, compared with students who are not good at Chinese Pinyin, they can grasp correct pronunciation more easily.4. Effective mother tongue learning strategies transferred to English-learning can improve the students'cognitive level, strengthen their independent learning ability and arouse their interest to learn. In this way, students can release anxiety, increase confidence,and be active languageegoes.What merits a particular mention is that this research does not intend to deny the difference between Chinese and English or ignore the interference from students'mother tongue. It tries to show that we should take full advantage of mother tongue's positive transfer in English-learning. This research is only tentative. We hope that it is helpful for the later further researches and give some valuable reference to the English teaching reformation in middle schools in China.