中国英语学生学习英语辅音与辅音群之优选论分析.docVIP

　　中国英语学生学习英语辅音与辅音群之优选论分析----英语毕业论文 --Chapter 1 Introduction 1.1Origin of the research topic In the process of teaching phoics, I found many students have more or lesspronouncing mistakes, most of istakes in English consonants (CESS,hereafter)and English consonant clusters(ECCS, hereafter),such as great to etc. No matter hoany times I corrected them, I can only see atemporary effect. This phenomenon makes both the students and teachers frustrated.Therefore, I decided to look through the related reference. After a brief revieany scholars. TheContrastive Analysis of hypothesis (CAH, hereafter) is the main theory on nativelanguage transfer. Hoany problems. If the elements in L2 aremuch more similar to those in LI, it ents in L2 are much different from those in LI, it uchmore difficult for the learners to acquire and even to correct. The reason is that the LIplays a stronger role of negative transfer than positive one. Therefore, native languagetransfer can only explain a certain amount of the errors and it isnt able to solve all theproblems thoroughly and pletely. For the research, some serendipitous factorsexist. Up to noany scholars still hold native language transfer to explain L2phonology. ………….. 1.2Theoretical and Pedagogical Significance Until nos and Yam, 2001; Broseloestic development of OT frameatic andthorough as abroad, only a feaking their researches under the frameeore scientificand plete pattern to explain the problems in L2 phonology. More significantly, thepresent research is different from the previous ones. It is the first time that the presentresearch bines both and ECS and ECCS as a prove the development of L2 consonant acquisition.Pedagogically, most of the L2 phonological researches still rely on the nativelanguage transfer as the theoretical basis. As mentioned above, there are someserendipitous elements in the native language transfer in that it can only explain partof the errors. ely different theory from the native transferlanguage. In daily te