论民办高校大学英语第二课堂建设的必要性基于克拉申二语习得理论分析毕业论文.docx

论民办高校大学英语第二课堂建设的必要性基于克拉申二语习得理论分析毕业论文.docx

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论民办高校大学英语第二课堂建设的必要性基于克拉申二语习得理论分析毕业论文

论民办高校大学英语第二课堂建设的必要性—基于克拉申二语习得理论分析毕业论文

CONTENTS

Abstract.i

Keywordsi

摘要i

关键词i

1.Introduction1

2.DescriptionofKrashen’sTheoryofSecondLanguageAcquisition2

2.1TheintroductionofKrashen’sTheory2

2.1.1TheAcquisition-LearningDistinction2

2.1.2TheMonitorHypothesis2

2.1.3TheNaturalOrderHypothesis3

2.1.4TheInputhypothesis3

2.1.5TheAffectiveFilterHypothesis4

2.2TheapplicationsofKrashen’stheory4

2.2.1Advantagesofthelanguagestructurestudy4

2.2.2Conditionsoftheimprovementoflisteningcomprehension5

3.TheProblemsExistinginPrivateCollegeEnglishTeachingandtheInspirationofKrashen’sTheory6

3.1TheproblemsexistinginprivatecollegeEnglishteaching6

3.1.1Thecurrentteachingmaterialsareold.7

3.1.2Theteachingtimearrangedisnotscientific.7

3.1.3Theteachingmethodissingle;studentsarelackofinterest.8

3.1.4Teachingequipmentsarenotadvanced.9

3.2TheinspirationofKrashen’sTheory-theconstructionofSecondClass9

3.2.1TheinspirationofKrashen’sTheoryofSecondLanguageAcquisition9

3.2.2TheconceptionoftheSecondClassandthenecessityofitsdevelopment10

3.2.2.1TheconceptionoftheSecondEnglishClass10

3.2.2.2ThenecessityofthedevelopmentoftheSecondClass11

4.TheEffectiveFormsoftheSecondClassinCollegeEnglishTeaching13

4.1TheeffectiveformsoftheSecondClass13

4.1.1Theorganizationof“EnglishCorner”13

4.1.2TheorganizationofEnglishAssociation14

4.1.3Theuseofschoolradiostations14

4.1.4TheorganizationofEnglishdramaactivities14

4.1.5ThecelebrationofEnglishculturefestivals15

4.2MeasurestokeeptheeffectoftheSecondClass15

5.Conclusions17

References19

Acknowledgements20

1.Introduction

StephenKrashenisanexpertinthelinguisticsfield,specializingintheoriesoflanguageacquisitionanddevelopment.Muchofhisrecentresearchhasinvolvedthestudyofnon-Englishandbilinguallanguageacquisition.Krashen’swidelyknownandwellacceptedtheoryofsecondlanguageacquisitionhashadalargeimpactinallareasofsecondlanguageresearchandteachingsincethe1980s.Hisfivehypotheseshavebeenappliedtomanyareasoflanguageteaching,especiallycollegeEnglishteaching.

摘要：

英语第二课堂是英语学习的另一种形式,也是英语课堂教学的有力补充。

随着大学英语教学改革的不断深入,现代大学英语的教学方式已经发生了巨大的变化,教师和学生都不再满足于单一的传统课堂教学模式。

WiththecontinuingdevelopmentofcollegeEnglishteachingreform,themodernuniversityandcollegeEnglishteachingmethodshaveundergonetremendouschanges;teachersandstudentsarenolongersatisfiedwiththesingletraditionalclassroomteachingmode.为了适应当今社会快速发展的要求,广大教师和学生都积极地投入到丰富多彩的大学英语第二课堂活动中。

Tomeettherequirementsofrapiddevelopmentintoday’ssociety,themajorityofteachersandstudentsareactivelyengagedinavarietyofSecondEnglishClassactivities.TheconstructionofSecondClassinEnglishteachingisagoodexampleoftheapplicationoftheInputHypothesisandtheAffectiveFilterHypothesis.

TheSecondClasspaysmoreattentiononstudent-centeredclassteachingwhichcouldmeetstherequirementofeverystudent’sdevelopment,andprovidesmuchricherlearningcontentsthanthecurricularteachingmethods,anditisalsowithouttherestrictionsoftimeandplace.

SincetherearemanyproblemsoftheEnglishteachinginprivatecolleges,theSecondClassofEnglishteachingisaperfectmodeltosolvetheseproblems.Inprivatecolleges,leadersandteachersshouldgiveenoughattentiontotheconstructionofSecondClass,andtrytobuildanewevaluationmodetoachievethegoaloftheimprovementoftheteachingquality.ThereareaseriesofwaystostarttheSecondClassactivities,suchasEnglishcorner,EnglishDramaClubandsoon.ThemainpurposeoftheconstructionofSecondClassistocreatearelaxingandharmoniouslanguagelearningenvironmentthatcouldreducethelearners’pressure,whichisareflectionofKrashen’sAffectiveFilterHypothesis.

2.DescriptionofKrashen’sTheoryofSecondLanguageAcquisition

2.1TheintroductionofKrashen’sTheory

Krashen’stheoryofsecondlanguageacquisitionconsistsoffivemainhypotheses：

theAcquisition-LearningHypothesis；theMonitorHypothesis；theNaturalOrderHypothesis；theInputHypothesis；andtheAffectiveFilterHypothesis.

2.1.1TheAcquisition-LearningDistinction

TheAcquisition-LearningDistinctionisthemostfundamentalpartofallthehypothesesinKrashen’stheoryandthemostwidelyknownoneamonglinguistsandlanguagepractitioners.Therearetwoindependentsystemsofsecondlanguageperformance:

“theacquiredsystem”and“thelearnedsystem”（Krashen,1981）.The“acquiredsystem”or“acquisition”istheproductofasubconsciousprocessthatverysimilartotheprocesschildrenundergowhentheyacquiretheirfirstlanguage.Itrequiresmeaningfulinteractioninthetargetlanguage-naturalcommunicationinwhichspeakersarenotconcentratedintheformoftheirutterances,butinthecommunicativeact.The“learnedsystem”or“learning”istheproductofformalinstructionanditcomprisesaconsciousprocesswhichresultsinconsciousknowledgeaboutthelanguage,forexampleknowledgeofgrammarrules.AccordingtoKrashen“learning”islessimportantthan“acquisition”.

2.1.2TheMonitorHypothesis

TheMonitorHypothesisexplainstherelationshipbetweenacquisitionandlearning,anditdefinestheinfluenceofthelatterontheformer.Themonitoringfunctionisthepracticalresultofthelearnedgrammar.Theacquisitionsystemistheutteranceinitiator,whilethelearningsystemperformstheroleofthe“monitor”orthe“editor”（Krashen1981）.The“monitor”actsinaplanning,editingandcorrectingfunctionwhenthreespecificconditionsaremet:

thatis,thesecondlanguagelearnerhassufficienttimeathis/herdisposal,andhe/shefocusesontheformorthinksaboutthecorrectness,andhe/sheknowstherule.

Itappearsthattheroleofconsciouslearningissomewhatlimitedinsecondlanguageperformance.AccordingtoKrashen,theroleofthemonitorisbeingusedonlytocorrectdeviationsfrom“normal”speechandtogivethespeechamore“polished”appearance.

Krashen（1982）alsosuggeststhatthereisindividualvariationamonglanguagelearnerswithregardto“monitor”use.Hedistinguishesthoselearnersthatusethe“monitor”allthetime（over-users）;thoselearnerswhohavenotlearnedorwhoprefernottousetheirconsciousknowledge（under-users）;andthoselearnersthatusethe“monitor”appropriately（optimalusers）.Anevaluationoftheperson’spsychologicalprofilecanhelptodeterminewhatgrouptheybelongto.Usuallyextrovertsareunder-users,whileintrovertsandperfectionistsareover-users.Lackofself-confidenceisfrequentlyrelatedtotheover-useofthe“monitor”.

2.1.3TheNaturalOrderHypothesis

TheNaturalOrderHypothesisisbasedonresearchfindings（Dulay&Burt,1974;Fathman,1975;Makino,1980citedinKrashen,1987）whichsuggestedthattheacquisitionofgrammaticalstructuresfollowsa“naturalorder”whichispredictable.Foragivenlanguage,somegrammaticalstructurestendtobeacquiredearlywhileotherslate.Thisorderseemedtobeindependentofthelearners’age,conditionsofexposure,andalthoughtheagreementbetweenindividualacquirerswasnotalwaysonehundredpercentinthestudies,therewerestatisticallysignificantsimilaritiesthatreinforcedtheexistenceofaNaturalOrderoflanguageacquisition.Krashen,however,pointsoutthattheimplicationoftheNaturalOrderHypothesisisnotthatalanguageprogramsyllabusshouldbebasedontheorderfoundinthestudies.Infact,herejectsgrammaticalsequencingwhenthegoalislanguageacquisition.

2.1.4TheInputhypothesis

TheInputhypothesisisKrashen’sattempttoexplainhowthelearneracquiresasecondlanguage.Inotherwords,thishypothesisisKrashen’sexplanationofhowsecondlanguageacquisitiontakesplace.So,theInputHypothesisisonlyconcernedwith“acquisition”not“learning”.Thelearnerimprovesandprogressesalongthe“naturalorder”whenhe/shereceivessecondlanguage“input”thatisonestepbeyondhis/hercurrentstageoflinguisticcompetence.（Krashen,1981）.Forexample,ifalearnerisatastage“i”,thenacquisitiontakesplacewhenhe/sheisexposedto“ComprehensibleInput”thatbelongstolevel“i+1”.Sincenotallofthelearnerscanbeatthesameleveloflinguisticcompetenceatthesametime,Krashensuggeststhatnaturalcommunicativeinputisthekeytodesignasyllabus,ensuringinthiswaythateachlearnerwillreceivesome“i+1”inputthatisappropriateforhis/hercurrentstageoflinguisticcompetence.

2.1.5TheAffectiveFilterHypothesis

Finally,thefifthhypothesis,theAffectiveFilterHypothesisembodiesKrashen’sviewthatanumberof“affectivevariables”playafacilitative,butnon-causalroleinsecondlanguageacquisition.Thesevariablesinclude:

motivation,self-confidenceandanxiety.Krashenclaimsthatlearnerswithhighmotivation,self-confidence,agoodself-image,andalowlevelofanxietyarebetterequippedforsuccessinsecondlanguageacquisition.Lowmotivation,lowself-esteem,anddebilitatinganxietycancombineto“raise”theaffectivefilterandforma“mentalblock”thatpreventscomprehensibleinputfrombeingusedforacquisition.Inotherwords,whenthefilteris“up”itimpedeslanguageacquisition.Ontheotherhand,positiveaffectisnecessary,butnotsufficientonitsownforacquisitiontotakeplace.

2.2TheapplicationsofKrashen’stheory

2.2.1Advantagesofthelanguagestructurestudy

AccordingtoKrashen,thestudyofthestructureofthelanguagehasgeneraleducationaladvantagesandvaluesthathighsc