Grammatical Features Of Intermediary Language In Vocational College English Learning And Its Implications For English Teaching

Developed on the basis of cognitive psychology theory, intermediary language theory is a language acquisition theory, aiming at revealing the grammatical manifestation of second language learners. By studying the features and relevant theories of intermediary language through questionnaire, this thesis comes up with characteristics of intermediary language, as well as English teaching strategies in higher vocational college. Influenced by many factors, such as language environment, language level, psychology, cognitive style and study strategy, students in vocational college have great pressure in English learning, and their English foundations are not solid enough. This thesis aims at conducting the research on the manifestation of grammatical features of intermediary language in English learning, and then it further provides proper strategies and suggestions of improving English teaching. Through illustrating the concept and characteristics of intermediary language, together with its theoretical origin and development, this thesis firstly describes four forms of manifestation, including petrochemical phenomenon, cultural migration, mother tongue characteristic as well as duty variation. Then according to English teaching status quo in the author's present higher vocational college and collected data, this thesis expands its research in the way of questionnaire on pragmatic errors of vocational college students in using intermediary language through its specific manifestation, phrases and reasons of making errors. It then further proposes enlightenments of grammatical characteristics of intermediary language on English teaching in higher vocational college. The teaching of writing, for example, talked about the characteristics of interlanguage grammar research.On the one hand, teachers should objectively view students'pragmatic error according to intermediary language theory, and bring function of reading into fully play and cultivate students'language sense in all aspects. On the other hand, teachers should correctly face students'Chinese thinking pattern, and create a real and understandable language input environment for students. By learning and mastering new model and strategy of English teaching in higher vocational college, teachers can help students improve their ability of language learning by using learning strategy.