assignment 1 自动保存的.docx

assignment 1 自动保存的.docx

《assignment 1 自动保存的.docx》由会员分享，可在线阅读，更多相关《assignment 1 自动保存的.docx（10页珍藏版）》请在冰豆网上搜索。

assignment1自动保存的

Analyticalnarrativeofyourselfassecondlanguagelearner

IamaninternationalstudentwhocomesfromChina;thepositionofEnglishisaforeignlanguageinthere.SoitisdifferentbetweenChinaandMalaysia.InMalaysia,asweknownEnglishactsaroleofsecondlanguageforMalaysian.AndtheEnglishsystemforusisfollowingtheAmericanEnglish,butEnglishsystemofMalaysiaisBritainEnglish.ItmeansthatsomepartsofEnglishvocabulariesandpronunciationsaretotallydifferent.

对第二语言这个术语有广义和狭义的两种不同理解，广义的理解通常指母语以外的另外一种语言，狭义的理解特指双语或者多语环境中母语以外的另一门语言，能常是指在本国有与母语同等或更重要地位的一种语言。

在这个意义上，它和外语是不同的，外语一般指在本国之外使用或学习的语言，学习者一般是在课堂上学习这种语言。

Therearedifferentdefinitionsbetweensecondlanguageandforeignlanguage.Forsecondlanguage,ithastwodifferentdefinitions,theyaregeneralizationandspecialization.Forthegeneralizationone,itisalanguagedifferentfrommothertongue.Andintheotherhand,thespecializationismeaningthatbilingualorinamultilingualenvironmentexistsanotherlanguagebesidesthemothertongue,andthiskindoflanguagehastheequalpositionasthenativelanguageormoreimportantthannativelanguage.Ithasdifferentsenseofforeignlanguage;foreignlanguagemeansthatlearnersonlylearnitintheclass,andthislanguageusesorlearnsoutofnativecountry.

IhavespecialexperiencesoflearningEnglish,inthepastIstudiedinChinauntil17agesofmine,IlearnedEnglishasforeignlanguage,IjustlearnedmyEnglishintheclasstime,theteachertaughtususedthewayswerequiteboringanddull.Thewaysarelikethatwereadthewordsafterteacherspeakinganditjustforourpracticingourpronunciation；sometimes，welearnedthepronunciationofwordsfromrecordedtape.Formemorizingthevocabularies,weforceourselvestomemorize,sowewrittendownwordspageafterpage,wearenotgoodatcommunicatingbecausewearenomorechancestocommunicatewithothers,welosetheskilltocommunication.Eventhought,welearnEnglisharenotforourinterest,ourmainintentionisthatjustwanttopasstheexam,atleastforme,Iamthespecialcaseone.

NowIamastudentofTESL,eventhough,IamnotalearnerwhoregardsEnglishasmysecondlanguage,butIhavelearntEnglishasforeignlanguagesinceyear3ofprimaryschooluntilnowandIamstilllearningandstudyingit.IthinkmyexperiencesoflearningEnglishisquitesimilaraspeoplewhoregardEnglishassecondlanguage.ThenlaterIwillshowmysomeexperiencesthatIhaveforyouandcomparewithsecondlanguagelearnersiftheyarehavingsameproblemsasme.

一些研究者认为，语言的习得过程有别于语言的学习过程。

比如美国语言学家克拉申（S.D.Krashen）在二十世纪七十年代提出“语言习得”理论时就指出，人们掌握某一种语言采取的方式主要有两种：

一种是习得（acquisition）,另外一种是学习（learning）。

Someresearchersthinkthattheprocessoflanguageacquisitionisdifferentfromtheprocessoflearninglanguage.forinstance,theAmericanlingualexpertS.D.Krashenindicatedthatpeoplemasterinakindsoflanguagealwaysusetwomeanstogain：

onetypeisacquisitionandtheanotherislearningwhenhecameoutthelanguageacquisitiontheoryin1970s.

语言习得指学习者通过大量接触和使用目标语和使用目标语而潜意识地学会一种语言的某个方面或整个语言的过程或者结果。

学习则是学习者为了掌握目标语有意识地学习和研究目标语。

在这一过程中，语言形式是学习的核心。

人们通常把习得与母语联系在一起,因为母语通常都是习得的而不是学习的。

同时人们通常把学习和外语联系在一起。

第二语言（狭义的）的掌握可能是习得的，也可能是学习的。

Languageacquisitionisthatlearnersthroughtouchingandusingtargetlanguageandthenlearnapartaspectofalanguageorthewholeprocessesofalanguageortheresultsofalanguageunconsciously.Learningislikethatlearnersinordertomasterinthetargetlanguageconsciouslyandstudytargetlanguage.Duringthis,thepatternofstudyingisthecore.Peoplealwaysconnectacquisitionandmothertonguetogether,becausethatmothertongueisgainingfromacquisitionandisnotbylearning.Meanwhile,peopleusuallylinklearningandforeignlanguagetogether.Tomasterinsecondlanguage,maygainfromacquisitionorlearning.

Krashen（1981）认为要真正的掌握外语，靠学习是不行的，习得是外语学习者掌握外语的唯一渠道,习得只存在自然的语言环境中才能产生;学习作为有意识地对语法规则的学习和训练,不可能导致习得。

然而,纵观二语习得研究的历史,我们发现不同的研究者对此持不同的观点。

比如有的人认为两者之间没有实质性的差别。

Krashen（1981）pointsthattomasterinaforeignlanguagereally,onlydependsonlearningisnotenough,acquisitionistheonlymethodtomaster,andacquisitiononlyoccursandexistsinanaturallanguageenvironment,learningisawaylearnersareconscioustolearntherulesoflanguageandpractice,butlearningcannotcauseacquisition.However,lookingatthehistoryofstudysecondlanguageacquisition,wecanobservethatdifferentresearchershavetheirownopinions.Forexample,therearenosubstantivedifferencesbetweenacquisitionandlearning.

对于我们中国学生来说，学习英文就是学习的过程。

我们是有意识的去学习英文，按照英文的规则进行写作，对话。

我们只有在课堂上老师会提供机会去用英文交流但是交流的过程很生硬只是按照课本上提供的资料读出来。

而且老师是用中文去教我们英文，所以我们很难去使用英文。

对于我们记英文单词就是反复的抄写然后强迫自己记住脑海中。

FormyexperiencesoflearningEnglishinChina,mostChinesestudentsarelikemetolearnEnglish.ThewaywhichwestudyEnglishislearning,itisnotacquisition.ChinesestudentsareconscioustostudyEnglish,andtheyarefollowingthelanguagerulesforwriting,speakingandetc.duringtheEnglishclass,teacherwillprovideopportunitiesforstudentstocommunicate.Buttheprocessofcommunicationisstilted;thesentenceofdialogueisaccordingtothetextbook.AndteacherwillspeakstudentsinChineseforteaching,sostudentsaredifficulttouseEnglish.Forstudentsmemorizingvocabularyisrepeatingthewordsagainandagain,forcingthemselvestorememberthemintotheirbrain.IamusedtousingEnglishinmydailylife,andstudyinginEnglishgradually,butitisstillquitehardforme,becauseofmyspecialbackground,becauseIdidnotuseEnglishveryoftenandfrequentlyinthepast.

Stern（1983）指出,两个指的是同一个概念,区分习得和学习没有任何理论意义。

Stern（1983）pointedoutthatbothofthemarethesameconcept,differingacquisitionandlearningdonothaveanytheoreticmeanings.Butforme,IthinkitisgoodformetostudyEnglishassecondlanguage,becauseIunderstandthedifferencesoftwoofthematleast.AndIcanbeclearertolearn.

二语习得研究的倡导者Corder（1977）也曾宣称,二语学习是第一语言习得的延伸。

他说,很多人是用学习第一语言的方法来学习外语的。

Corder（1977）whowasexponentofsecondlanguageacquisitionpointedoutthatsecondlanguagelearningisextendingfromfirstlanguageacquisition.Hesaidthatmostofpeoplestudyforeignlanguagebyusingthewaystheylearnedfirstlanguage.

AndIalsocanproofthisviewfrommyexperiencesoflearningChinese;IhavelearntmyfirstlanguagefrominfantuntilnowbutsomeofdetailsIcannotrememberclearly.ButIstillcanrememberthatwhenIwasprimarystudenthowdidChineseteachertoteachme.Werepeatedwhatteacherreadtousformemorizingthepronunciationofwords,forrememberingthestructureofwordswewrittendownthewordspageafterpage,sothatwecouldknowhowtouseChineseinourdailylife.

FormypreviousexperiencesoflearningEnglishinChina,thewayswelearnedEnglishwassameaswelearnedmyfirstlanguage.Ihavementionedbefore,wealsorepeatedafterteacherreading,writtendownthetargetwordsagainandagainuntilweremember.ButforlearningEnglish,alotofstudentswerenotwillingtolearn,becausetheythoughtthatEnglishisnotusefulinlife,duetowealwaysuseChineseinlifeandthereisnoplaceforustopracticeEnglish.TherearelotsofexcusesforthemtodonotwanttostudyEnglish.Meanwhile,thewaysthoseteacherstaughtwereverydullsothatstudentscouldnotbeinterestedinlearningEnglish.

在第二语言或者说外语的学习中，区分二者从理论上看是合理的。

克拉申曾提出了一种监控假说，认为通过“习得”而掌握某种语言的人，能够轻松流利地使用该语言进行交流；而通过“学习”而掌握某种语言的人，只能运用该语言的规则进行语言的监控。

有的人在运用语言时，总是用语法来进行核对,以保证不出错误,这就是所谓通过学习来进行监控的。

随着语言水平的不断提高，这种监控的使用会逐渐越来越少。

Inthelearningprocessofsecondlanguageorforeignlanguage,distinguishingthemfromtheoriesispossible.KrashenpointedoutTheMonitorHypothesis,itthinksthatpeoplewhomasterinalanguagethroughacquisition,andtheycaneasilyuselanguageforcommunicating;butpeoplewhomasterinalanguagefromlearning,theyonlycanusetherulesoflanguagetocommunicate.Someofpeopleusinglanguage,theyalwaysusegrammarstocheck,inordertomakesuredonotmakemistakes.Thisiscalledthroughmonitoringtolearn.Withthelanguagestandardsimprovegradually,thatwaywillbedecreasedasymptotically.

IamalsousingEnglishlikethat,whileItalkingtootherIhavetomorefocusonthegrammarrulesthanmyutterances.BecauseIamafraidofmakingmistakesandscaredpeoplewhoaretalkingtomewillnotunderstandme.Ithinkitishardtobeimproved.

通过语言学习过程和途径的分析，我们发现，“习得”方式比“学习”方式显得更为重要。

因为，自然的吸收能够使学习者更易于掌握某一门语言，这一点我们可以从幼儿习得母语的过程中得知。

有意识的学习只能使学习者了解所学的这门语言，这一点我们可以从成年人学习外语的众多不成功的事例中得知。

区别习得和学习会提醒我们，二语学习就应该像幼儿习得母语一样。

那么这些幼儿是如何成为使用语言的成功者的呢？

尽管他们所接受的语言是有一定控制的，但是他们从来不是有意识地被人教过，也不是有意识地学习过。

他们和成年人（通常是父母）进行的大量语言交流活动是伴随着真实情景交流的语言。

他们使用语言的能力来自于无数次下意识的这样的语言交流。

ThroughtheanalysisoftheprocessandmethodoflearningEnglish,wecanfindthat“acquisition”seemsmoreimportantthan“learning”.Becauselearnersabsorbknowledgenaturally,itiseasyforlearnerstomasterinalanguage,wecanrealizethisopinionfromtheprocessofinfantslearntheirownmothertongue.Peoplewhoareconscioustolearntargetlanguageonlyreachtheknowingleveloftargetlanguage,inthatviewwecangetfromalotofexamplesofadultswhoareunsuccessfultolearnEnglish.Todistinguishthedifferencesofacquisitionandlearningwillmentionusthatlearnsecondlanguageacquisitionshallliketheinfantslearntheirmothertongue.So,howdothoseofinfantsbesuccessfulinlearninglanguage?

Eventhough,thelanguageinwhichtheytouchwillbecontrolled,buttheyarenottaughtbypeopleconsciouslyandtheyarealsonotlearninglanguageconsciously.Theabilitiesofthemusinglanguagearecomingfromnumerousattemptsl