When it comes to the relations between children’ first language and the learning of second language, linguists and psychological linguists have done a lot of researches。 From the stimulus-response theory of behaviourism in 1960s to the nativism of language learning, from the proposal of universal grammar to the wide concern about cognitive theory from linguists, they propose different opinions about the relations。 Bloomfield and Skinner think that the learning process is the process of developing a habit, and developing a habit needs to imitate, reinforce and repeat a certain behavior。 For a child, he learns language, and makes a proper response to the environment or adults’ words, if the response is right, he will gain oral or material rewards, then this response will be reinforced in his mind, finally it will form the language habit。 There are complex factors in the first language that affect the learning of the second language。 Because the built language habits maybe a double-edged sword。 It maybe helpful or harmful to the formation of new language habits。 According to the opinions of behaviorism, the first phenomenon is called “positive transfer”, and the second phenomenon is called “negative transfer”。 The transformational-generative grammar of Chomsky have explained what behaviorism can not explain in the process of children’ first language learning and provided the theoretical foundation to explain children’ telegraphic speech。 In their opinions, children learning the first language knowledge is not imitating a specific sentence, but forming a certain grammar rule of pronunciation, vocabularies , syntax, semantic and other aspects。 According to Rumelhart and McClelland’s association theory, the former learning experiences have a great effect on the later learning。 Opposite to the universal grammar mode of static language descriptive abilities, association theory is a dynamic mode to deal with information, which is similar to the the effects of mother tongue has on the process of learning the second language。 Mother-tongue thinking can help children use the language learning abilities in their brains to understand the speeches and learning language knowledge。 In addition, the empirical researches on bilinguals and bilingual learners from Cook and Cohen indicate that bilingual learns rely on the first language thinking during the process of bilingual learning。 Some researchers prove that bilinguals mostly use their mother-tongue thinking when learning those abstract and difficult materials or knowledge especially in the bilingual writing。 On the other hand, the second language have effects on the first language thinking too。 Due to the emphasis of this paper and the limited words, this author will not add more about the effects that the second language has on the mother-tongue thinking。文献综述

1。2 Significance of the Study

The first language thinking plays the role of lubricant during the process of learning the second language。 Compared with the target language, the first language has many more effects on students’ cognitive abilities, so teachers should make full use of the positive effects。 As the linguist Eliis said, there are something common in people’s thoughts, so all the languages that reflect peoples’ thoughts also have a lot in common。 When people learn a foreign language, they naturally let the first language get involved, which has formed the fixed thoughts。 Therefore, students hope teachers can explain the abstract problems with the first language so that they can get a deeper understanding of the target language。 For example, in English teaching, teachers can use the first language to explain the differences between present participle and past participle, the non-finite verb, the subjunctive mood, the inversion and other difficult grammars。 Moreover, the universality and similarity between the first language and target language can also help students to know and remember the relatively strange knowledge of target language so that the learning efficiency can be highly improved。 Teachers can also use the first language to increase students’ interests and confidence in leaning, decrease students’ negative effects on learning, and finally achieve a good teaching effect。 来,自,优.尔:论;文*网www.youerw.com +QQ752018766- 第一语言思维对儿童第二语言习得的积极影响研究(2):http://www.youerw.com/yingyu/lunwen_88239.html