英语专业毕业论文影响第二语言习得的主要因素.docx

英语专业毕业论文影响第二语言习得的主要因素.docx

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英语专业毕业论文影响第二语言习得的主要因素

MainFactorsInfluencingSecondLanguageAcquisition

题目

影响第二语言习得的主要因素

Acknowledgements

Thanksforgivingmethischancetoachievethispaperandtomaketheconclusionformyfouryears’education.Throughwritingthispaper,IhavegainedmoreknowledgethanIsupposed.

Mysincerethanksareduetomysupervisor,Mis.HuXiaorongforhelpingmetoclarifymythoughtandsharpenmythinking.

Here,Ialsowanttogivemythankstootherteachersandmyclassmentswhogavememuchhelp.Thankyou!

Abstract

Withthedevelopmentoflanguage,peoplegraduallypaymoreattentiontothesecondlanguageacquisition.Thispapermainlymakesanalysisofthefactorsthataffectthesecondlanguageacquisitionandillustratestheindividualdifferencesandsocialenvironmentandananlyzesproblemsanddevelopingtrends.Thefactorsplayacrucialroleinthesecondlanguageacquisitionlearning,andbecomeanintegralinthesecondlanguageacquisition.

KeyWords:

SecondLanguageAcquisition;Factors;Age;SocialEnvironment

摘要

随着语言的发展，第二语言的习得逐渐被人们所重视和研究。

本文在对影响第二语习得的因素的主要研究成果进行分析和比较之余，着重从学习者个体差异中的年龄和外在因素的社会环境两个方面进行分析。

浅要分析了其中的问题或发展趋势。

由于他们在第二语习得的学习中起着至关重要的作用，并已成为第二语习得模式不可或缺的一部分，因此本文的分析对第二语习得的学习有着实际的指导意义。

关键词:

二语习得;影响因素;年龄;社会环境

Contents

1.Introduction1

1.1BackgroundofSecondLanguageAcquisition1

1.2TheImportanceoftheStudySecondLanguageAcquisition2

2.TheMainFactorsontheSecondLanguageAcquisition2

2.1Age2

2.2SocialFactors5

2.2.1SeondLanguageProficiencyandParentalOccupation7

2.2.2SecondLanguageProficiencyandParentalEconomicStatus7

3.Conclusion10

Bibliography12

MainFactorsInfluencingSecondLanguageAcquisition

1.Introduction

Withthedevelopmentofglobalization,today’sinterculturalencountersarebecomingmoreandmoreabundantandsignificant.Wecannowgoanywhereintheworldnomatterofhours,andtherealityofaglobaleconomymakestoday’scontactsfarmorecommonplacethaninanyothertimeoftheworld’shistory.Butwhateverwedo,languageisatthecenteroftheencounter.Whenwedointerculturalcommunication,asecondorforeignlanguageisusuallynecessary.InChina,likeelsewhereintheworld,knowingantherlanguage,Englishinmostcases,maymean:

gettingadecentjob;achancetogetbettereducation;theabilitytotakeafullerpartoflifeortheopportunitytogoabroad;anexpansionofone’shorizonsinliterature,culture,scienceortechnology.Itaffectspeople’scareersandpossiblefutures.Indeed,whathedemandsistolearnEnglishthattherearenowfarmorestudentsofEnglishinChinathantherearenativespeakersofEnglishacrosstheworld.Englishlearningandteachingis,inshort,oneofChina’sgreatestgrowthindustries.TherearemanyresearchonSecondLanguageAcquisition.

1.1BackgroundofSecondLanguageAcquisition

ChinesestudentswholearnEnglishusuallyspend,fromprimaryschooltouniversity,morethantenyearslearningthelanguage.Suchalongtimeendeavordrasticallyaffectstheirexposuretoothercoursesinacademicfields,evenaffectingtheirall-rounddevelopment.Whatisworse,aftersuchalongtime,itishardtosaythatalotofstudentshaveacquiredtheEnglishskillseffectively,especiallythoseofliteningandspeaking."Consumingtoomuchwhileachievingsolittle”isatruepictureoflearningEnglishinmostareasofthecountry.Asstatisticsshow,72,6%ofcollegegraduatescannotspeakEnglishintheirdailyconversationafter8to10year’sstudyoflanguage.

Therearemanyfactorsaffectsecondlanguageacquisition,suchasone'smothertongue,culture,age,individualvariable,socialfactorandprovincialkeyinstitutionsofhighereducationandsoon.Hencemuchconcernfromtheeducationaladministrations,theschoolauthoritiesandEnglishlanguageteachers,linguistsandresearcheshasbeengiven.Itisarguedthatit'sbecauseofthelackofEnglishlearning.Thenegativeinfluenceofthetraditionaleducationsystemtendstoproduceexamination-orientedlearnerswhoareof“highgrades,butlowabilities”.Andduetothetraditionalteacher-centeredapproaches,thestudents,accustomedtobeingspoon-fed,areoftentreatedasthepassiverecipientsoflinguisticknowledge.Recentyears,however,therehasbeingthemostfundamentalchangeinL2acquisitionresearchers,whichhasbeenashiftfromconcernwiththeteacher,thetextbookandmethodtoaninterestinthelearnerandtheacquisitionprocesses,Asisknown,itisthelearnerswhoareinternalfactorsthatplaythemainroleinthelearningprocessratherthantheteacherswhoareexternalfactors.

1.2TheImportantoftheStudySecondLanguageAcquisition

Onthebasisofotherresearches,thispaperwilltrytouseanewandmoreprofessionalmethod,toanalysetheaffectinsecondlanguageacquisitionfromtwoaspects:

ageandsocialfactors.Inthefirstpart,thepaperexpressthebackgroundinformationandimportantofthestudyoftheresearch.Thenthepapermainlyanalysethefactorfromtwoaspects:

ageandsocialfactors.Inthispart,thepapertrytomakeadetailandspecificexplanationtothereason.

2.TheMainFactorontheSecondLanguageAcquisition

2.1Age

ThereareagooddealofcomprehensivereviewsoftheSLAliteraturedealingwithage.Atfirstsight,theSLageresultslookchaotic,somestudiesappearingtoshowchildsuperiority,somefavouringadults.Thereisaprevailingbeliefthatchildrenaregoodatthesecondlanguage（L2）learning.Itisbasedonmanypeople’sexperiencethatchildrenwhoimmigratetoaforeignenvironmentareabletolearnthelanguagemoreeasilyandquicklythantheirparents.Itseemsthatchildrencanachieveanative-likeleveleasily,whileadultsstudyhardanddiligentlyforyearsonlytofindthattheresultsareunsatisfactory.Itseemsthatchildrenareintrainsicallybetterlearners.Butthisassumptionhasnotbeenconfirmedbyallresearchersinthisfield.Onthecontrary,alotofevidencesprovethattheorlderchildrengrowthemoreeffectivelytheylearnandthatteenagersareprobablythebestlearners（Ellis,1994:

484-94）.Theonlyexceptionmightbepronunciation,whichislearnedmoreeasilybyyoungerchildren.Buttherearestillsomeevidencestosupportthefactthatadultscanalsolearnnative-likepronunciation.Someresearchershavearguedfortheexistenceofa‘criticalperiod’inL2learning.Theydenythatalearnerwillhavemuchmoredifficultyinlearningaforeignlanguageifhe/shehaspassedtheoptimumperiod.Oyamastudied60Italianmaleimmigrantswhosearrivalageisbetween6and20,wholiveinAmericanabout5to18years.Theresearchindicatesthatthechildrenwhoseageisunder12immigrantintheUSAcanhavethesamelanguageabilityasthenativeAmerican.ThelengthofresidenceofimmigrantslearningEnglishinAmericanrelatedlesstotheSLA,buttheageofimmigrantshaveanimportantfactontheSLA.

Payne,Oyama,ectfoundthatitcanbeexplainedbythecriticalperiodhypothesis,thecriticalperodhypothesisshowsthatthereisaperiodhypothesis.Thecriticalperiodhypothesisstatesthatthereisaperiodwhenlanguageacquisitiontakesplacenaturalyandeffortlessly.PenfieldandRoberts（1959）arguedthattheperfectageforlanguageacquisitionisthefirsttenyearsoflife.Duringthistimethebrainretainsplastiity,butwiththeonsetofpubertythisplasticitybeginstodisappear.Theythinkthatthiswastheresultofthelateralizationofthelanguagefunctionofthelefthemisphereinthebrain.Theneurologicalcapacityofunderstandingandproducinglanguagethatprimarylyinvolvesbothhemispheresofthebrain,isslowlyconcentratedinthelefthemisphereformanypeople.Theincreaseddifficultywhicholderlearnerssupposedlyexperencewasseenasadirectresultofthisneurologicalchange.

AsecondgeneralizationmadebyKrashenetal.isthatolderchildrenacquiremorefasterthanyounger（agininarlystagesofmorphologicalandsynatacticdevelopmentwheretimeandexposureareheldconstant）.Representativeresultsarethoseby（RosamnMitchellet,al:

1998,145-146）.Ektrandstudied2,189eight-toseventeen-year-oldslearningSwedishasaSLoveratwo-yearperiod.Hefoundalinearimprovementwithage,andthatolderchildrenperformedbetterthanyoungerchildrenonmeasuresoflisteningcomprehension,reading,freewriting,pronunciationandspeaking.InananalogousESLstudy,Fathmanstudied200childrenagedeighttofifteen,livedintheUSAfromonetothreeyears,assessingtheirEnglishmorphology,syntaxandpronunciationusingtheSLOPE（apicture-cuedsentence-completiontest）andapicture-descriptiontask.Eleven-tofifteen-year-oldsoutperformedsixtoten-year-oldsonmorphologytheyoungergroupdidbetteronpronunciation.SimilarfindingsregardingthesuperiorityofolderlearnersonrulegovernedaspectsoflanguagearereportedbyErvin-Tripp（1974）,chun（1978）,SnowandHoefnagel-Hohle（1978）,andHarley（1986）.

AnnFathmanmadeastudyin1982toexaminetherelationshipbetweencertainaspectsofthesecondlanguageacquisitionprocessandagethroughonoralproductiontest.Thesubjectsforthisstudywere200children（aged6to15）fromdiverselanguagebackgroundswhowerelearningEnglishasasecondlanguageinpublicschools.Theresultsindicatedthatthereissomerelationshipbetweenageandratelearning.TheolderchildrenperformedbetterintheproductionofcorrectmorphologicalandsyntacticstructureswhereastheyoungerchildrenweresuperiorintheuseofcorrectEnglishpronunciation.

RateandsuccessofSLAappartobemainlyinfluencedbytheageofthelearner.Hererateisconcerned,thereisevidencetosuggestthatolder