英语论文Word文档格式.docx

英语论文Word文档格式.docx

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I.Introduction

II.Thefunctionofpracticeinthesecondlanguage

A.Learningaskill

B.Agoodpracticeactivity

C.Sequenceandprogressioninpractice

III.Acquisitioninthesecondlanguage

A.Comparisonswithfirstlanguageacquistion

B.Sequencesofacquisition

C.Processofacquisition

IV.Conclusion

V.Bibliography

TheFunctionOfPracticeandAcquisitionInTheSecondLanguage

Secondlanguageacquisition（SLA）meanstheprocessoflearninganadditionallanguagebysomeonewhohasalreadylearnedanativelanguage,SLAresearchisaboard-basedandrelativelynewacademicfield,therehasbeenmuchdebateaboutexactlyhowsecondlanguageislearnedandtherehavebeenmanytheoriesofsecondlanguageacquisition,butnonehasbeenacceptedbyallresearchers.However,therearealsovariousprincipleofsecondlanguageacquisitionthatareagreedbyallsecondlanguageresearchers.therelationshipbetweensecondlanguageteachingpracticeandwhatisknownabouttheprocessofsecondlanguageacquisitionisanoldvexedquestion,butitseemsreasonabletosaythatpracticemakesperfect.Thisthesistalkaboutthefunctionofpracticeandacquisitioninthesecondlanguage.

Thefirstpartisthefunctionofpractice,inthispart,Iemphasizeonagoodpracticeactivity,becauseitcontributesignificantlytosuccessfullearning.Thethesislistsseveralcharacteristicsofeffectivepractice,

Whichareimportanttipsforlanguageteaching.Througheffectivepractices,studentscanconsolidatetheirgrammaticalstructureandimprovelistening,speaking,readingorwritingfluency.Thesecondpartisacquisition,inthispart,firstly,Icomparesecondlanguageacquisitionwithfirstlanguageacquisition,fromwhichwecanconcludethatitisgoodforchildrentolearnasecondlanguage.Thenisthesequencesofacquisition.Lastcometotheemphasis—theprocessofacquisition,inthissection,sixprinciplesofsecondlanguageacquisitionarelisted,thefirstisinput,outputandinteraction,inputisofvitalimportance;

outputcanhelpprovidelearnerswithfeedbackandhelpthemtoautomatizetheirlanguageknowledge;

interactioncanhelpmakeinputmorecomprehensibleandpushlearnerstomodify.Thenfromthemeaning,wecanknowthatlearnersmustbeengagedincreatingpragmaticmeaninginordertodevelopfluency.Thirdpointisconsciousandsubconsciousknowledge,wecanseedevelopingsubconsciousknowledgeisvitalforfluencyandpracticeatvariousaspectsoflanguagecanleadtolanguageknowledgebecomingsubconscious.Thenexttwotipsareindividualvariationandaffectivefactors,uderstandingthesefactors,teacherscanteachdifferentstudentsindifferentsituationaccordingtostudents’individualvariation.

Ihopeteachersandlearnerscanbenefitfromthisthesis.

II.Thefunctionofpractice

Practicecanberoughlydefinedastherehearsalofcertainbehaviourswiththeobjectiveofconsolidatinglearningandimprovingperformance.Languagelearnerscanbenefitfrombeingtold,andunderstanding,factsaboutthelanguageonlyuptoapoint:

ultimately,theyhavetoacquireanintuitive,automatizedknowledgewhichwillenablereadyandfluentcomprehensionandself-expression.Andsuchknowledgeisnormallybroughtaboutthroughconsolidationoflearningthroughpractice.Thisistrueoffirstlanguageacquisitionaswellasofsecondlanguagelearningineither‘immersion’orformalclassroomsituations.Languagelearninghasmuchincommonwiththelearningofotherskills,anditmaybehelpfulatthispointtothinkaboutwhatlearningaskillentails.

Theprocessoflearningaskillbymeansofacourseofofinstructionhasbeendefinedasathree-stageprocess:

verbalization,automatizationandautonomy.

Atthefirststagethebitoftheskilltobelearnedmaybefocussedonanddefinedinwords-‘verbalized’-aswellasdemonstrated.Thusinswimmingtheinstructorwillprobablybothdescribeandshowcorrectarmandlegmovements;

inlanguage,theteachermayexplainthemeaningofawordortherulesaboutagrammaticalstructureaswellasusingthemincontext.Notethattheverbalizationmaybeelicitedfromlearnersratherthandonebytheteachar,anditmayfollowtrialattemptsatperformancewhichservetopinpointaspectsoftheskillthatneedlearning.Itroughlycorrespondsto‘presentation’.

Theteacherthengetsthelearnerstodemonstratethetargetbehaviour,whilemonitoringtheirperformance.Atfirsttheymaydothingswrongandneedcorrectingintheformoffurthertellinganddemonstration;

latertheymaydoitrightaslongastheyarethinkingaboutit.Atthispointtheystartpractising:

performingtheskilfulbehaviouragainandagain,usuallyinexercisessuggestedbytheteacher,untiltheycangetitrightwithoutthinking.Atthispointtheymaybesaidtohave‘automatized’thebehaviour,andarelikelytoforgethowitwasdescribedverballyinthefirstplace.

Finallytheytakethesetofbehaviourstheyhavemasteredandbegintoimproveontheirown,throughfurtherpracticeactivity.Theystarttospeedupperformance,toperceiveorcreatnewcombinations,to‘dotheirownthing’;

theyare‘autonomous’.Somepeoplehavecalledthisstage‘production’,butthisIthinkisamisnomerforitinvolvesreceptionasmuchasproduction,andisinfactsimplyamoreadvancedformofpractice.Learnersnowhavelittleneedofateacherexceptperhapsasasupportiveorchallengingcolleagueandareready,ornearlyready,toperformasmastersoftheskill-orasteachersthemselves.

Practice,then,istheactivitythroughwhichlanguageskillsandknowledgeareconsolidatedandthroughlymastered.Assuch,itisarguablythemostimportantofallthestagesoflearning;

hencethemostimportantclassroomactivityoftheteachersistoinitiateandmanageactivitiesthatprovidestudentswithopportunitiesforeffectivepractice.

Whetherornotyouthinkthatorganizinglanguagepracticeisthemostimportantthingtheteacherdoesintheclassroom,youwill,Ihope,agreethatitdoescontributesignificantlytosuccessfullanguagelearning,andthereforethatitisworthdevotingsomethoughttotheeffectivenessofclassroompractice.

Practiceisusuallycarriedoutthroughprocedurescalled‘exercises’or‘activities’.Thelattertermusuallyimpliesrathermorelearneractivityandinitiativethantheformer,butthereisalargeareaofoverlap:

manyprocedurescouldbedefinedbyeither.Exercisesandactivitiesmay,ofcourse,relatetoanyaspectoflanguage:

theirgoalmaybetheconsolidationofthelearningofagrammaticalstructure,forexample,ortheimprovementoflistening,speaking,readingorwritingfluency,orthememorizationofvocabulary，next,let’stalkaboutcharacteristicsofeffectivepractice.

1.Validity

Theactivityshouldactivatelearnersprimarilyintheskillormaterialitpurportstopractise.Thisisanobviousprinciplethatissurprisinglyofterviolated.Many‘speaking’activities,forexample,havelearnerslisteningtotheteachermorethantalkingthemselves.

Notethat‘validity’doesnotnecessarilyimplythatthelanguageshouldbeusedforsomekindofreplicationofreal-lifecommunication.Pronunciationdrillsandvocabularypractice,forexanple,mayalsobevalidiftheyinfactserveprimarilytorehearseandimprovetheitemstobepractised.

2.Pre-learning

Thelearnersshouldhaveagoodpreliminarygraspofthelanguagetheyarerequiredtopractise,thoughtheymayonlybeabletoproduceorunderstanditslowlyandafterthought.Iftheyarerepuiredtodoapracticeactivitybasedonsomethingtheyhavenotyetbeguntolearn,theywilleithernotbeabletodoitatall,orwillproduceunsuccessfulresponses.Ineithercasetheactivitywillhavebeenfairlyuselessinprovidingpractice:

itsmainfunction,infact,willhavebeenasadiagnostictest,enablingtheteachertoidentifyandteachlanguagethelearnersdonotknow.If,however,theycan-howeverhesitantly—producesuccessfulresponses,theyhaveafirmbasisforfurthereffectivepracticeofthetargetlanguagematerial.

3.Volume

Roughlyspeaking,themorelanguagethelearnersactuallyengagewithduringtheactivity,themorepracticeinittheywillget.Ifthelessontimeavailablefortheactivityisseenasacontainer,thenthisshouldbefilledwithasmuch‘volume’oflanguageaspossible.Timeduringwhichearnersarenotengagingwiththelanguagebeingpracticedforwhateverreasom（becausenothingisbeingdemandedofthematthemoment,orbecausetheyareusingtheirmothertongue,orbecausetheyareoccupiedwithclassroommanagementororganizationalprocesses,orbecauseofsomedistractionordisgression）istimewastedasfarasthepracticeactivityisconcerned.

4.Success-orientation

Onthewhole,weconsolidatelearningbydoingthingsright.Continuedinaccurateorunacceptableperformanceresultsonlyin‘fossilization’ofmistakesandgeneraldiscouragement.Itisthereforeimportanttoselect,designandadministerpracticeactivitiesinsuchawaythatlearnersarelikelytosucceedindoingthetask,Repeatedsuccessfulperformanceislikelytoresultineffectiveautomotizationofwhateverisbeingperformed,aswellasreinforcingthelearners’self-imageassuccessfullanguagelearnersandencouragingthemtotakeupfirtherchallenges.

Success,incidentally,doesnotnecessarilymeanperfection!

Aclassmayengagesuccessfullywithlanguagepracticeingroups,wheremistakesdoocc