7Second Language Learning Theories1.docx

7Second Language Learning Theories1.docx

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7SecondLanguageLearningTheories1

Lecture7SecondLanguageLearningTheories

（1）

Learningguidance:

Goals:

1.tobefamiliarwithKrashen'sfivehypotheses

2.tograspthemainideaoftheOutputHypothesis

3.tograspthemainideaoftheInteractionHypothesis

4.tograspthemainideaoftheMultipleIntelligencesTheory

KeyPoints:

knowinghowtousetheselearningtheoriesinreallanguageteaching

Difficulties:

identifyingthedifferencesbetweenlearningandacquisition

Periods:

Oneperiod

Languageacquisitionespecially,secondlanguageacquisition,isadynamicprocesswhichcanbeexplainedfrommanyperspectives.Itcanbelinkedtotheprocessofhumanbeing'sroundedgrowth,includingaffectivedevelopment,cognitivedevelopment,andbehaviorchanges.Suchprocessshouldbepsychologicalandphysiologicalaswell.

Manyphysiologists,linguists,languageteachersandsomepolicymakersoflanguageteachinghavetriedtoexplainlanguageacquisitionphenomenonfromvariousaspects.Inthefollowingparts,wewillmentionsomeinfluentialtheoriesbasedonexistingstudies,whosecontributionstothelanguageacquisitionprocessareprovocativeandoverwhelming.

7.1Krashen'sFiveHypothesesandSecondLanguageAcquisition（SLA）

Krashen,aprofessorfromthelinguisticdepartmentoftheUniversityofSouthCalifornia,mentionsfivehypothesesaboutsecondlanguagelearninginthelate1970s.Herefinesandexpandshistheoriesintheearly1980sasfollows.

1.TheAcquisition-LearningHypothesis

2.TheMonitorHypothesis

3.TheNaturalOrderHypothesis

4.TheInputHypothesis

5.TheAffectiveFilterHypothesis

7.1.1TheAcquisition-LearningHypothesisandSecondLanguageAcquisition（SLA）

Fivehypothesesareveryimportanttheoriesinsecondlanguagelearning.Theydealwiththelawsofsecondlanguagelearning.Insofaras,theyarethemostcomprehensiveofexistingtheories.Krashen（1982）claimsthatadultsecondlanguagelearnershavetwodistinctandindependentmeansfordevelopingcompetenceandinternalizingthetargetlanguage.Thefirstwayis"acquisition",andtheotheris"learning".Heconsidersthatacquisitionisprimaryandfirstandforemost;throughacquisition,learnersacquirelanguageabilitiesandskills.Learningisauxiliary.Itcannotimprovelearners'languagedevelopment.Itcanonlyassistacquisition.Nextwewillintroducethesetwowaysindetailinthefollowing.

7.1.1.1ContentsoftheAcquisition-LearningHypothesis

Acquisitionisanaturalway,whichreferstoimplicit,informal,naturallearning.Acquisitionisanunconsciousprocessthatincludesnaturalinteractionthroughusinglanguageformeaningfulcommunication.AccordingtoKrashen,acquisitionistheprocessusedbychildrentopickuptheirmotherlanguage.Childrenonlyconcentrateoncommunicationinsteadoflanguageform,andtheresultofacquisitionisacquiredcompetence.Krashenholdsthatsecondlanguagelearningisthesameasfirstlanguageacquisition,whichmeansthatsecondlanguagelearnersalsocanacquirelanguagecompetenceinanaturalandunconsciouswaythroughusinglanguageinrealcommunication,andsecondlanguageperformanceshouldbaseonacquiredknowledge.

However,learningisanunnaturalway,whichreferstotheconscious,explicit,andformalstudying.Inotherwords,learningistheresultofformalteaching,whichmakeslearnersconcentrateonformandlinguisticrulesofthetargetlanguage.

Krashenalsopaysattentiontothedistinctionbetweenlanguageacquisitionandlearning.Heconsidersthatlearningtakesplacebetween"learning"and"teaching",however,acquisitiontakesplacebetween"learning"and"getting",andhealsothinksthatacquisitionisrelevanttooralcommunication,whilelearningtoexamsandhomework.Heholdsthatprocessofacquisitionplaysavitalroleintheadults.Theperformanceofsecondlanguagedependsonwhatlearnershaveacquired,notwhattheyhavelearned.Heproposesthaterrorcorrectionhasnoeffectonunconsciousacquisition,buthaspositiveeffectonconsciouslearning.Duringtheprocessofconsciouslearning,bothteachersandlearnersusetheirgrammaticalknowledgetocorrecterrorsfromtheirspeechesorwritings.However,meaningfulcommunicationshouldbethefinalgoalinunconsciousacquisitionprocess,soweshouldfocusonfluencynotaccuracy.

BasedontheAcquisition-LearningHypothesis,KrashenandTerrel（1983）proposeTheNaturalApproach.Thisapproachattractedawiderinterestthansomeotherlanguageteachingproposals.Theyconsidercommunicationastheprimaryfunctionoflanguage,andsincetheirapproachfocusesoncommunicationability,theyrefertotheNaturalApproachasanexampleofcommunicativeapproach.Thistheoryisbasedonanempiricallygroundedtheoryofsecondlanguageacquisition,whichhasbeensupportedbyalargenumberofscientificstudiesinawidevarietyoflanguageacquisitionandlearningcontext.

TheNaturalApproachdivideslanguageacquisitionintofourstages:

（1）Pre-Production

Inthefirststage,teacherscancommunicatewithstudentsnaturallywithbasicvocabularyandsentencepatterns.Someimportantpointsshouldbereviewedandrepeated.Teacherscanalsoprovidestudentswithobjectsandpicturestohelpthemhaveadeepunderstanding.Inthisstage,learnersneedtounderstandsomesimpleteachinginstructionsandhavenon-languagereaction.Manystudentshavea"silent"stagebeforeexpression,whichisanormalphenomenon,andteachersshouldhavepatiencewithlearnersinsteadofpressing.

（2）EarlyProduction

Inthesecondstage,teachersshouldfocusontheconversationofstudents.Basicvocabularyandsentencepatternsarestillprimaryandaccuratereactionstoinstructionsarealsoimportant.Inaddition,teacherscanusesomeinterrogativesentencestoquestionlearnersinclassesandletstudentsanswerthembyusingsomephrasesandsimplewords.Inthisstage,studentsshouldunderstandtheseinstructionstotallyandgivecorrectanswers.

（3）SpeechEmergence

Inthethirdstage,teachersmaycommunicatewithstudentsbysomesentencesandletstudentsexplainsomepointsbyphrasesandcompletesentences,namelyexpressthemselvesfreely.Inthisstage,teachersshouldencouragestudentsexpressthemselvesinreallifeandcommunicatewithothersbytargetlanguage.

（4）IntermediateFluency

Inthefourthstage,teacherscanusesometeachingaidstolaystressontheimportantpoints.Atthesametime,teachersmaychooseatopicordescribeasituationtoguidelearnerstoexpressactively.Inthisstage,learnerscancommunicatewithothersnaturally,joinintheactivities,andexpressthemselvesaccuratelyandfluently.KrashenandTerrelholdthatteachersshouldnotconcentrateoncorrectioninanystage.Errorsarecommonphenomenoninsecondlanguageacquisition;therefore,teachersshouldcreateatotallyrelaxedsituationforlearnersinsteadofstressingaccuracyallthetime.

TheNaturalApproach,basedontheAcquisition-LearningHypothesis,showsthedifferencesbetweenacquisitionandlearningtoillustratethatweshouldfollowgradualimprovementtolearnlanguage.

7.1.1.2CommentsontheAcquisition-LearningHypothesis

Mclaughlin（1978）holdsthatthedifferencebetweenacquisitionandlearningcannotbeexplainedclearly,andtheprocessoflearningandacquisitionalsocannotbeobservedandprovedbyexperiments.Krashendoesn'tgivethedetailedconditionsaboutdistinguishinglearningandacquisitionprocess.Somelinguistsalsoproposethatlearningandacquisitioncannotbeseparablefromconsciousness.Brown（1994）holdsthatwithoutconsciousness,inputcannotbecomeintake.Therefore,consciousnessandunconsciousnesscannotbethestandardtotelllearningfromacquisition.

Somelinguistsalsoproposethatacquisitionandlearningarethedifferentstagesofsecondlanguageacquirement,andtheyhavethesamedestinationtouselanguageaccuratelyandfluently.RiversandStevick（1980）thinkthatacquisitionisinseparablefromlearning,becauselearnersinternalizewhatwehavelearnedwiththehelpofusage（practiceandtraining）,thenwhatwehavelearnedbecomeswhatwehaveacquiredindailylife.Inaddition,whatwelearnedcanpermeateintothewholesystemofwhatwerequiredandcancompensatewhatwerequired.Theyalsoholdthatmeaningfulpracticecanbecomehabitualknowledge,solearnerscanusehabitualknowledgeinsomerealsituations.Therefore,learnedknowledgecanbecomeacquiredknowledge.

Inaddition,somelinguistsalsothinkthatlearnedknowledgenotonlycanmonitoroutputfromlearners,butalsocanhelplearnerscomprehendmaterialsbetter.However,Krashenthinksthatlearnedknowledgeonlyhasonefunctionthatistomonitortheoutput,whichdeniesotherfunctionsoflearnedknowledge.Learnersuselearnedknowledgetomonitorandcorrecttheirspeechandwritingerrors,andalsousethemtocomprehendlisteningandreadingmaterials.Forexample,eitherbottom-upprocessingortop-downprocessingreadingmodelneedslearnedknowledgetounderstandreadingmaterials.

However,theAcquisition-LearningHypothesisstillmakesagreatcontributiontoSLA.Althoughthishypothesishasmanyshortcomings,itprovidesteacherswithtwowaysoflanguagedevelopment.Inaddition,theAcquisition-LearningHypothesisfocusesontheimportanceoflanguageacquisition,andproposesthatmechanicalpracticeswhichonlyfocusonaccuracyarenotenoughforsecondlanguagelearners,butthemeaningful

practiceswhichfocusonthecommunicativecompetencearethebestchoicesforfluency.

TheMonitorHypothesisandSecondLanguageAcquisition（SLA）

Krashenholdsthateachtimesecondlanguagelearnersproduceoutput,thereis