中介语与国内中学英语教学

针对中介语理论以及中国国内中学英语教学的特点，本文就其教学中如何处理学生所犯偏误提出意见和建议。自从瑟林克提出中介语这一概念后，教师对待学生所犯偏误的态度有了巨大转变。以前，教师认为学生应输出完美的语言，尽力改正他们发现的所有错误。现在，他们知道，偏误在学习英语的过程中是难以避免的，因为中介语是动态的语言系统，它存在偏误而且可能僵化。语言迁移、训练迁移、过度概括、学习策略还有交际策略五种因素导致中介语以及僵化。中国英语教师应利用这一理论正确处理学生所犯的错误以顺应中介语理论给国内中学英语教学带来的革命性变化。与此同时，教师应充分认识到外语环境和二语环境的差异，努力营造一种真实的语言环境。此外，在课堂英语教学中教师还应考虑中学生的心理和情感因素。

关键词：中介语与僵化；国内中学英语教学；偏误纠正
ABSTRACT

The paper intends to pose practical proposals on how to deal with Chinese high school students’ errors in the process of English teaching, considering the Interlanguage Theory and the specific conditions in Chinese high school English teaching. Since Larry Selinker proposed the concept of Interlanguage, there have been great changes in teachers’ attitude towards students’ errors. Previously, teachers expected students to output perfect English and corrected every mistake and error they found. Now they know that errors are inevitable in English learning. Interlanguage is a dynamic language system. It is characteristic of errors and it can suffer from fossilization. There are five factors that lead to errors and fossilization: language transfer, transfer due to the effects of teaching, overgeneralization, learning strategies and communication strategies. The Interlanguage Theory is revolutionary in English teaching. Chinese high school English teachers should make full use of it and deal with students’ errors properly. At the same time, they should notice the differences between foreign language context and L2 context and try their best to create an authentic language environment. Moreover, they should take high school students’ psychology and affective factors into consideration in class teaching.

Key Words: interlanguage and fossilization, Chinese high school English teaching, error correction

*若需了解更多与协助请咨询↓→[电脑QQ][手机QQ]【数据协助】