1、Although there are many factors that influence the second language acquisition, the transfer of mother tongue is one of the important factors that cant be ignored. The positive transfer of mother tongue can facilitate the second language acquisition.On one hand, teachers should help students find ou

2、t the commonalities of two languages in the processing of teaching, and make Ss eliminate anxiety to learn English. Teachers also should view and handle students mistakes correctly, and dont correct and criticize too much when they make mistakes in order to avoid students not to use target language

3、to express themselves. On the other hand, students should see that mother tongue can facilitate the learning of target language, and use the correct language strategies to achieve the proficiency of target language.in word order, Chinese and English have many differences in the sentence patterns, bu

4、t in Simple Sentences, Chinese and English are more or less the same in word order. For instance, the corresponding English sentence for 我是一個學生is I am a student. These interlingual commonalities can shorten learners psychological distance with English.Strategies of making use of positive transfer :1

5、. Guiding students to get ready for learning(when positive transfer is properly used, the teaching will be more effective).Finding out similarities between English and Chinese.(the more similarities there are between two languages, the more possibility of positive transfer happens. Similarities betw

6、een English and Chinese do exist in speech sounds, vocabulary, grammar and usage. so it is possible and helpful to make use of these similarities to facilitate our English teaching and promote students learning.teacher Positive transfer suggestions：. Appropriately using translation method to promote

7、 English teaching. English teachers can make full use of translation which goes between Chinese and English, to help Ss get a better understanding of switching between the two languages. Teachers can design some translation practice aiming at some certain language points, no matter in the form of Ch

8、inese to English, or English to Chinese. Teachers also should predict the error Ss may make, or the potential transfer strategies Ss may use over the process of translation. Of course, after the practice, teachers must stress te differences and the similarities between the two languages in terms of

9、turns of expression, for it would not reach to the effect anticipated without comparison and consolidation fafterward.Effectively Utilizing Bilingual DictionariesIn order to cultivate students English language proficiency, English teachers should introduce students to buy a dictionary, preferably to

10、 have a bilingual dictionary, which provides not only the explanation in Chinese, but also in English. If students use the dictionaries only with Chinese explanation for a long time, they may develop a dependency habit in the simple Chinese explanation, and strengthen the false correspondence notion

11、 of between words in the two languages. But it is also inadvisable to use English-to-English dictionary with blindly pursuing the English explanation. For middle school students, they only have a superficial understanding on things, thus it is quite difficult for them to acquire new English words wi

12、thout their mother tongue: Chinese. Whats more, Chinese can sometimes briefly summarize the common meaning of some words.3 Having English-Chinese Bilingual Extensive Reading Exercises reading English articles with high-level Chinese translation version. This kind of reading materials can save much t

13、ime for meaning comprehension for students and at the same time, it helps in students perception of the differences and similarities between the two languages by comparing two versions of some complex English sentencesAwareness of the Differences and Similarities between Native Language and the Targ

14、et Language the differences of the two languages are the important point in teaching4.Monitoring the Process of Students English Writingtudents should carefully plan for the content and the constructive way in the articles before they start writing .In addition, they should also go over carefully th

15、e article they wrote, and pay attention to any errors they made in itAccording to Krashen. Reasons for fossilization:l. Insufficient quantity of the target language input 2. Inappropriate quality of the target language input 3. The affective filter 4.The target language output filter 5. The acquisit

16、ion of deviant forms of the target languageFormulating Appropriate Learning StrategiesIf learners can correctly and appropriately use the learning strategy, learners will find out their own shortcomings and make great progress in the process of learning. Learners must apply their original knowledge

17、and cognitive strategy to the process of learning and formulate their own learning strategy. teachers should pay special attention to lead students to adopt the learning strategies which are suitable to the present stage and help students find out learning strategies which are right for them. Teache

18、rs should teach students how to leam and use different learning strategies with the change of learning content. Moreover, teachers should examine whether the learning strategies adopted by students are effective and make timely adjustments.Formulating Appropriate Teaching StrategiesGenerally speakin

19、g, learners leam and use language at the initial stage according to their own former language knowledge. Therefore, teachers should let students focus on the language. features of the target language and emphasize its accuracy and fluency. At the advanced stage, learners begin to leam the advanced g

20、rammar and complex sentence structure, so teachers should warn students not to use some communicative skills or their learned knowledge to avoid or paraphrase their unfamiliar language. When students feel that the language is the carrier of culture, they will produce the learning power and continue

21、to make the IL approach the target language. Therefore, fossilization can be decreased.Directing Students Communicative StrategiesIn the process of teaching, teachers not only pay attention to the perfection of grammar and sentence structure, but also let students understand and grasp the language f

22、eatures of their oral communication of the target language countries with the help of multimedia teaching methods. Furthermore, teachers should cultivate students communicative competence and make students adopt active and effective strategies to solve the difficulties in the communication to reduce

23、 the IL fossilization. In addition,teachers should increase more effective and correct input and guide students to adopt the correct communicative strategy and grasp the higher language competence, thus the fossilization cant appear early.Arousing Students Intrinsic Learning MotivationThe positive l

24、earning motivation can strengthen students learning attitude because of the successful learning; while the negative learning motivation can lead the vicious circle because of the unsuccessful learning. arousing the students intrinsic learning motivationwill help prevent the occurrence of fossilizati

25、on.(passing all kinds ofexaminations) the first step to arouse the students intrinsic motivation is to break the traditional idea that test scores are not the only yardstick of students language ability, because there are too many students with “high marks but low capaci ty,. High marks dont bring t

26、he improvement of students practical capability; by contrast, high marks res trie t the developme nt of students potential to some extent. Moreover, increasing interest in learning foreign language is a good way to arouse students intrinsic motivation ,for instance, watching English movies, listenin

27、g news or talk shows on BBC. Besides, teachers can foster students interest in language input by means of playing games or English shows.Cultivating Students Cross-culture AwarenessCoping with Students Errors CorrectlyImproving Teachers Qualityimplications for teachers: 1. motive learners 2. Keep ba

28、lance between input and output 3. Give effective feedbackImplications for learners: 1. Form good learning habits (it is better to for learners to look up the definitions of the new words and phrases in the English-English dictionaries. it is encouraged for learners to review the language points on t

29、ime since it can help them have better understandings of what they have learnt in the last class. it is inevitable to meet some difficult points for learners to comprehend in class.) 2. Focus on content and form (learners are supposed to pay more attention to the sentence structures while reading so

30、me original English materials and then try to use these structures as much as possible in their writings. Besides, it is necessary for learners make the comparison of the differences between Chinese and English sentence structures in their learning process.)Improper Learning Strategies in Vocabulary

31、 and Bad Learning Habits ； Inadequate Vocabularies ； Unawareness of English Collocations ； Overgeneralization of Grammar Rules ； Dependent on Teachers Too Much (Overteaching)； Negative Transfer of Native LanguageTo Prom ote Learners Motiv aToOProvide Sufficient and Correct L2 InputReduce L1 Transfer

32、 ;To Increase Awareness of FossilizationInterlanguageUse of interlanguage theory in English teachingLearning strategies should be taught or trainedPositive attitude towards errors.Input and output should be balanced in classMake full use of positive transferAll in all, teachers should keep in mind t

33、hat interlanguage is a process which is approaching the target language step by step. During this process students slowly revise the interim systems to accommodate new hypotheses about the target language system. Teachers should pay much attention to the studies of interlanguage so as to treat stude

34、nts interlanguage fairly and properly, value the training of learning strategies and provide students with more opportunities for comprehensible input and output so that learners interlanguage could develop rapidly towards the target languageCritical Period HypothesisPutting Emphasis on Pronunciatio

35、n and Listening; PayingAttentiontoTeaehing Strategies1在我國，外語學習并非越早越好，英語學習的最佳時期是10歲。2兒童與成人在外語學習上各有優勢,但基礎階段的英語教學不應太遲。（不要晚 于青少年的青春期）3良好的語言環境對學好外語非常重要。（高質量輸入）4端正學習態度UG外語教學中要適量使用母語加大語料輸入量和練習量，激勵學習者對目標語進行參數設置，培養外語思維意識，促進目標語輸出。運用對比分析來促進目標語的學習避免機械記憶，發揮學習主動性MotivationInt egra tive and ins trume ntal motivati

36、onMotivation is one of the leading factors that can affect learners learning a second language. If learnersmotivation can be cultivated, it can accelerate other factors to promote learnersability. Thus, English teachers should adopt some effective method；to cultivate the motivations of learners in t

37、he second language learning. The following methods may help cultivate learnersmotivation:Creating a pleasant and supportive learning atmosphere.Helping learners to set up appropriate goals.Developing learners self-confidenceChanging the traditional teaching method(Ss learn passively under the instur

38、ction of their Chinese English teachers.Giving learners appropriate praise (When students make progress, teachers should give them appropriate praise which can make them study harder.)Learning strategiesThree kinds: metacognitive; cognitive; social/affectiveknow his Ss; their interests, motivations

39、and learning styles.the teacher should provide a wide range of learning strategies in order to meet the needs and expectations of his students possessing different learning styles, motivations, strategy preferences.Teacher should also analze his textbook to see whether the textbookk already includes

40、 language strategies or language learning strategies traning. T should look for new texts or other teaching materials 訐 LLS are not already inculded within his materials.ZPD對英語教學的啟示：1重視“腳手架”的搭建2準確把握實際發展水平，提高語言輸入質量3重視互動環境的建設4教師的身份和作用(學習的指導者，評估者，活動的參與者，教學資源的開發 利用者)The Zone of Proximal Development Theo

41、ry provides the theoretical basis and practical guidance for English teaching.The teacher should change his old- fashioned teaching idea,reform his teaching model and evaluation,activate his studentslearning potentialturn the zone of proximal development into the zone of existing development constantly.Zone of proximal development is the gap between students. real standard of development and potential standard of development. To eliminate the gap is th