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迁移理论在外语教学与研究中曾经引发过许多争论与分歧,其中,习得论者认为迁移主要表示习语者建立第二语言体系时第一语言体系特征的自动参与,最初他们认为这是行为主义理论,否定了本族语的正负迁移说。但20世纪80年代以后,他们从音注学、句法、语义、语用学各个方面论证了语言习得存在迁移,认为迁移是习得因素之一,比如:Odlin 1989年曾说:there is a large and growing body of research that indicates that transfer is indeed a very important factor in second language acquisi- tion．在我国的外语教学改革中,一度也对迁移现象的作用产生过争论,如90年代初期提出“全英教学”、“交际学”等等,过分强调负迁移的作用,在教学中很难做到而且也不可能产生预期的效果,至90年代后期,重新
The migration theory has caused many disputes and disagreements in foreign language teaching and research. Among them, the learners believe that the migration mainly means that the idioms establish the second language system to automatically participate in the first language system when they establish the second language system. At first, they think this is the behavior. The theory of theory denies the positive and negative migration theory of native language. However, after the 1980s, they demonstrated the transfer of language acquisition from the aspects of pronunciation, syntax, semantics, and pragmatics. They considered migration as one of the acquisition factors. For example, Odlin stated in 1989: there is a Large and growing body of research that indicates that transfer is indeed a very important factor in second language acquisi- tion. In the reform of foreign language teaching in our country, there has been debate on the role of the phenomenon of migration at one time. For example, in the early 1990s, “all-English teaching” and “communicative learning” were put forward, and the role of negative migration was overemphasized. It was difficult to do in teaching. And it is not possible to produce the desired results. By the late 1990s,