文学英语论文范文

文学英语论文范文

Chapter One Introduction

1.1 Research Background

Considering present writing situation and teaching conditions, the author begins with herresearch depending on the practical investigations of writing as in the followings:On the one hand, the first point is how much attention of the students’ and teachers’ is paidto writing. On the English class, students learn new words, natural expressions, various syntaxesand then how to use them, but actually they get lack of enough practices of what they havelearned, and the feedbacks from their teachers. In general, a lot of work needs to be donebetween the students and their teachers. Indeed, practical writing ability is an important part ofEnglish comprehensive ability for vocational college students. For no particular reason in theworld, English writing needs to be focused and paid much attention. However, the concentrationis far from what it ought to deserve from the present situations.On the other hand, the language they have formed in their mind is different from theirmother language, and also not the same

with their target language, English. In Selinker’s opinion,he calls this language “Interlanugage (IL)”. In his book, Interlanguage, he gives it a definition as“Interlangua ge refers to the separateness of a second language learners’ system, a system that hasa structurally intermediate statue between the native and target languages” (Selinker, 1972).

1.2 The Purpose and Significance of the Study

Students, who are in the process of learning a second-language, always feel hard andconfused in a particular period of psychology of learning second-language, or in terms of ‘latentlanguage structure’ called by Lenneberg, pointed out by Selinker in his book Interlanguage.Selinker, in his book, acknowledges that perhaps mere 5% learners of second-language learning,who somehow reactivate the latent language structure which Lenneberg describes, can achievenative-speaker ‘competence’. Actually for almost majority learners of second-language learning,it is obviously happening that they will be coming into the inevitable trouble during the‘attempted learning’ period if they want to get real definite native-speaker ‘competence’. Whatthe students need to know is some mistakes happened in their process of learning are natural andinevitable, and is how they try hard to live up with those, and then eventually to find ways tohelp them out.With the acknowledgements of Interlanguage, students’ mistakes happened in

theirconversations or writings are virtually natural. Actually, in the field of methodology, there aretwo schools of thought in respect of learners’ errors. The first one school which maintains that ifpeople were to achieve a perfect teaching pattern the errors would never be committed in the firstplace, and then the occurrence of errors is mere a mark of the present inadequacy of teachingtechniques. The point or philosophy of the second one is that people now are living in animperfect world and consequently errors will often occur in spite of people best efforts.

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Chapter Two Literature Review

2.1The Inte language Theory

At the beginning of Selinker’s work, Interlanguage, which is written from the learningperspective, he admits that “This paper discusses some theore tical preliminaries for researchersconcerned with the linguistic aspects of the psychology of second-language learning” (Selinker,1972). In this statement, we understand that the relevant data Selinker devotes his attention to isreferring to a certain kind of psychology, especially the psychology of second-