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Abstract: This paper makes a detailed discussion on the roles of Chinese in foreign language teaching and learning from the perspectives of how to develop the positive influences and how to eliminate the negative influences， so as to have a deeper understanding of the role of Chinese in foreign language teaching and learning.
Key words: positive; negative; the roles of Chinese; Foreign Language Teaching and Learning (FLT/L)
1. Reasons of Using Chinese in Foreign Language
First， cater to the psychology of students， if we have high-- quality teachers and well—trained students in English classroom， then using Chinese in teaching will be a wonderful experience. But in many schools， whether teacher and students can really perform like that is a question. This answer is negative by using appropriate amount of Chinese can make the process of learning easier.
Second， eliminate the fatigue of immersing the foreign language for a long time. Especially in a teacher--centered foreign language classroom， even the students who have some basic knowledge foreign language will fatigue after they completely immerse in the foreign language for a long time. At this moment， if teacher can grasp firmly the chance to use some Chinese that will certainly provide refreshment for the students.
Third， it is easier to produce students’ intimacy. Prophet and Dow (1984:205--216) found that the mother language has the advantages of mitigating anxieties and the nervous atmosphere in their research. Harbord(1992:350--355) said， “ Reducing students’ nervousness and reach a good relationship between students and teachers is a goal we are looking forward to.
2. Analysis on the Roles of Chinese in Foreign Language Teaching and Learning
2.1Analysis on the Causes of Using Chinese in FLT and FLL
2.1.1 Reasons of producing the positive effects of Chinese
On the basis of the principle of the mother language transfer， when the mother language and the foreign language have the same parts， positive transfer comes into being. For instance， various kinds of languages grammar must have universality， common ground， such as the conception of noun， the conception of case， gender and number， the conception of sentence， and so on. Whatever language should have the same parts. The only difference is the way of expression. When students study foreign language， they should know how to the knowledge of grammar and the rile of conception to the foreign language learning， then that can promote the foreign language learning and accelerate the process of learning which is a possible method..
2.1.2 Reasons of producing the negative affects of Chinese
Also on the basis of the principle of the mother language transfer， when the mother language and the foreign language have the different parts， negative transfer comes into being. The parts are seemingly in harmony but actually at variance between the mother language and the foreign language. There are difference between the mother language’s structure and those of foreign language. However when students are learning foreign language， they frequently use the mother language and in place of the foreign language and disturb the study by themselves. This is the biggest stumble rock in foreign language learning.
2.2Analysis on the Effects of Using Chinese in FLT and FLL
We should attach great importance to aid take abundant advantage of the positive affects of Chinese. When explain the knowledge of grammar and explain the knowledge of grammar and pronunciation， we should directly apply Chinese and expound without ambiguity to save the limited time in class. It is absolutely not allow ignoring the reserve effects of Chinese. We have to take efficacious measures to avoid it.
3. Methods of contrasting to deal with two effects in foreign language teaching and learning
First， the contrast of two languages can show the focal point in foreign language teaching. If we compare “I am a teacher” with “我是一名教师”，we will find that “一名”in Chinese can be omitted ， sometimes we can find omission in Chinese lets the sentence seems more natural. But whether “a” could be omitted in English is a question. Ponder over the sentences like that; it is very easy to find that it is impossible to omit the word “a”.
The contrast can reveal the difficult point in the foreign language learning. It is introduced in some materials that one of a method of Lenin’s foreign language learning is to first translate the foreign language into Chinese， and then translate Chinese into the foreign language again. This activity is obviously not for purpose of translation but for practicing in order to master the foreign language.
The contrast can help students to master the foreign language. It is very difficult to grasp and set apart which is the expression by foreign language and which is not in an environment of communication without foreign language (that mean to surroundings different from the foreign language’s class). On contrary， it is very easy to set apart by the contrast of Chinese. For example， “你好” in Chinese has many different expressions in English. “How are you”， “Hi”， “Hello”， “How do you do?” and so on. But， unlike the Chinese “你好” each English expression has its own special usage with the aid of distinguishing the different expressions between Chinese and the foreign language students can express them in correct English.
Bibliography：
[1]Harbord，J The Use of the mother tongue in the classroom， ELT Journal，1992
[2]Prophet， B. & Dow， P Mother Tongue Language and Concept Development in Science: A Botswana Case Study Language. Culture and Curriculum， 1994
[3]惠克宁.试谈母语对外语学习的影响.《集宁师专学报》，2001
[4]刘思宇.母语干扰与外语教学.《河南广播电视大学学报》，2006
[5]潘劲松.母语在英语教学中的使用.《中小学英语教学与研究》2005
Key words: positive; negative; the roles of Chinese; Foreign Language Teaching and Learning (FLT/L)
1. Reasons of Using Chinese in Foreign Language
First， cater to the psychology of students， if we have high-- quality teachers and well—trained students in English classroom， then using Chinese in teaching will be a wonderful experience. But in many schools， whether teacher and students can really perform like that is a question. This answer is negative by using appropriate amount of Chinese can make the process of learning easier.
Second， eliminate the fatigue of immersing the foreign language for a long time. Especially in a teacher--centered foreign language classroom， even the students who have some basic knowledge foreign language will fatigue after they completely immerse in the foreign language for a long time. At this moment， if teacher can grasp firmly the chance to use some Chinese that will certainly provide refreshment for the students.
Third， it is easier to produce students’ intimacy. Prophet and Dow (1984:205--216) found that the mother language has the advantages of mitigating anxieties and the nervous atmosphere in their research. Harbord(1992:350--355) said， “ Reducing students’ nervousness and reach a good relationship between students and teachers is a goal we are looking forward to.
2. Analysis on the Roles of Chinese in Foreign Language Teaching and Learning
2.1Analysis on the Causes of Using Chinese in FLT and FLL
2.1.1 Reasons of producing the positive effects of Chinese
On the basis of the principle of the mother language transfer， when the mother language and the foreign language have the same parts， positive transfer comes into being. For instance， various kinds of languages grammar must have universality， common ground， such as the conception of noun， the conception of case， gender and number， the conception of sentence， and so on. Whatever language should have the same parts. The only difference is the way of expression. When students study foreign language， they should know how to the knowledge of grammar and the rile of conception to the foreign language learning， then that can promote the foreign language learning and accelerate the process of learning which is a possible method..
2.1.2 Reasons of producing the negative affects of Chinese
Also on the basis of the principle of the mother language transfer， when the mother language and the foreign language have the different parts， negative transfer comes into being. The parts are seemingly in harmony but actually at variance between the mother language and the foreign language. There are difference between the mother language’s structure and those of foreign language. However when students are learning foreign language， they frequently use the mother language and in place of the foreign language and disturb the study by themselves. This is the biggest stumble rock in foreign language learning.
2.2Analysis on the Effects of Using Chinese in FLT and FLL
We should attach great importance to aid take abundant advantage of the positive affects of Chinese. When explain the knowledge of grammar and explain the knowledge of grammar and pronunciation， we should directly apply Chinese and expound without ambiguity to save the limited time in class. It is absolutely not allow ignoring the reserve effects of Chinese. We have to take efficacious measures to avoid it.
3. Methods of contrasting to deal with two effects in foreign language teaching and learning
First， the contrast of two languages can show the focal point in foreign language teaching. If we compare “I am a teacher” with “我是一名教师”，we will find that “一名”in Chinese can be omitted ， sometimes we can find omission in Chinese lets the sentence seems more natural. But whether “a” could be omitted in English is a question. Ponder over the sentences like that; it is very easy to find that it is impossible to omit the word “a”.
The contrast can reveal the difficult point in the foreign language learning. It is introduced in some materials that one of a method of Lenin’s foreign language learning is to first translate the foreign language into Chinese， and then translate Chinese into the foreign language again. This activity is obviously not for purpose of translation but for practicing in order to master the foreign language.
The contrast can help students to master the foreign language. It is very difficult to grasp and set apart which is the expression by foreign language and which is not in an environment of communication without foreign language (that mean to surroundings different from the foreign language’s class). On contrary， it is very easy to set apart by the contrast of Chinese. For example， “你好” in Chinese has many different expressions in English. “How are you”， “Hi”， “Hello”， “How do you do?” and so on. But， unlike the Chinese “你好” each English expression has its own special usage with the aid of distinguishing the different expressions between Chinese and the foreign language students can express them in correct English.
Bibliography：
[1]Harbord，J The Use of the mother tongue in the classroom， ELT Journal，1992
[2]Prophet， B. & Dow， P Mother Tongue Language and Concept Development in Science: A Botswana Case Study Language. Culture and Curriculum， 1994
[3]惠克宁.试谈母语对外语学习的影响.《集宁师专学报》，2001
[4]刘思宇.母语干扰与外语教学.《河南广播电视大学学报》，2006
[5]潘劲松.母语在英语教学中的使用.《中小学英语教学与研究》2005