5. Conclusion
5.2. Further Research
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the two languages, such as the principles in a-structure and in information structure, can be positively transferred from Mandarin to English. As to the differences, such as the principles in c-structure and f-structure, the different parts need to be brought to the attention of learners so as to avoid negative transfer. What is more, ungrammatical sentences are presented to learners to avoid potential mistakes. The use of this
procedure will enhance the effectiveness of language teaching in a limited period of time.
The application of theoretical grammar to the teaching field indicates the strong relation and cooperation between theoretical grammar and pedagogical grammar, instead of unrelated independence of two of them. On the one hand, the theoretical grammar is the theoretical base of the pedagogical grammar (Teng 1998) in that it provides a firm and reliable theoretical support for language teaching. On the other hand, the pedagogical grammar provides motivation for research in the theoretical grammar field (Chen 2007: 293). The cooperation between theoretical grammar and pedagogical grammar contributes not only to linguistic research but also to the development of pedagogical grammar.
5.2. Further Research
In this study, we apply theoretical grammar to the teaching field by means of
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Contrastive Analysis, which predicts the potential mistakes that may be made by learners. Moreover, the typical errors that Mandarin speakers are liable to make are also presented in Chapter 4. Many of them are those errors we have predicted by virtue of Contrast Analysis. However, these error examples are only anecdotal observation but not systematic. In further study, we can take advantage of Error Analysis, which is contributory to the second language teaching as well (Lai 2008).
Error Analysis is used to illustrate the typical errors that learners are inclined to make when learning the target construction in the second language, so as to prevent
potential mistakes in advance. Joo (2003) mentions that one of the reasons why the second language learning is difficult for learners is that they are provided with no
‘negative input’. That is, learners are usually presented with grammatical sentences but not with ungrammatical ones, which induces the result that learners are unable to tell “what is ungrammatical”, when they make an ungrammatical sentence. In view of this, the further study may search data from learner corpora and look for typical errors made by learners systematically. By examining these errors, we can see if they match what the Contrastive Analysis has predicted in this paper, and gain insights which can be applied in the teaching field.
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