Application Of Conceptual Transfer In English Teaching

Individuals construct their own unique cognitive observing system which is source concept when they speak mother language. The language form is the surface layer of the deep concept and the concept is commander in chief. Inner psychological conceptual determines the external form of language. The concept of source system will play a decisive role in the second language acquisition and usage. The source concept has effect on the second language acquisition and appears in the usage of the second language. This is the conceptual transfer which has positive and negative effects. These two conceptual systems are interrelated in eight domains. The research on the conceptual transfer focuses on the above mentioned language phenomena as well as methods of how to optimize the deep conceptual system.This paper clarifies the problem of how to apply the conceptual transfer in the English language teaching after explaining the theory of Conceptual Transfer. Conceptual transfer is one of important theory in the second language acquisition. Jarvis and Pavelenko analyzed the conceptual transfer in eight domains:objects, emotions, personhood, gender, number, time, space and motion. Based on this, this paper compares the published studies at home and abroad on it, explains the essence of the theory and investigates the phenomena, nature of the conceptual transfer from the intersection-deep conceptual transfer between language and cognition by using the descriptive methods.It also has practical and realistic significance. English teachers aim to frame the target concept in the acquisition of the second language. They could acquire English better if having sense of target concept. This paper is devoted to investigate the application of conceptual transfer as the teachers teach lessons in the period of pre-class and in-class. Student’s automatic study ability is cultivated and they get into the habit of "noticing" conceptual transfer.Besides, teachers and learners should enhance the consciousness of conceptual transfer in the second language acquisition and minimize the effects of the negative conceptual transfer. Teachers feature the target concept and reduce the negative effects of different source concept so that the second language learners could output standard language.