《第二语言习得》.docx
《《第二语言习得》.docx》由会员分享,可在线阅读,更多相关《《第二语言习得》.docx(8页珍藏版)》请在冰豆网上搜索。
《第二语言习得》
2012-2013学年第二学期《第二语言习得》课程论文
姓名:
张驰专业:
安全工程班级:
B124学号:
201210044424
一、考试方式说明:
1、根据教学大纲要求,本课程为通识选修课,考核方式:
考查。
2、期末考试的形式撰写课程论文,论文成绩占总成绩的70%,平时成绩占30%。
二、选题要求:
题目必须与课程学习内容有关,包括第一语言在第二语言习得中得作用、对比分析、错误分析、二语习得的内部因素、二语习得的外部因素、二语习得的个体差异、二语习得的情感因素、认知风格、学习策略等;
三、其他要求:
1、学生自己命题撰写2000英文单词的课程论文。
2、要求所写论文观点明确,论据充分,层次清晰,有自己独到的见解。
3、每个同学必须独立完成,一旦发现雷同或抄袭,将按0分处理。
4、提交论文要求:
本页放在首页,论文在其后。
5、必须交打印稿,A4纸,1.5倍行距,timesandnewRome字体,首行缩进2字符,两边对齐。
6、交稿日期:
2013年4月30日前。
四、论文成绩评定表:
Items
Fullscoreofeachitem
Score
内容
30
结构
20
语言
30
格式
10
独到见解
10
总成绩
100
SecondLanguageAcquisitionDifficultyFactorAnalyses
Languageistheimportanttoolofinterpersonalcommunication,andeachlanguageisakindofspecialsocialandculturalenvironment.Whatisasocialandculturalenvironment?
Differentpeoplehavedifferentopinionsfromdifferentangles,wespeakhereofthesocialcultureenvironmentreferstothelocalcustomsandideas,itisimplicit
ThefirstlanguageinSLAtowork
Languageisaverycomplexsystem,regardlessofnativelanguageorsecondlanguage(English)ispartofthecontent,areassociatedwithcertainthinkingdirectly,asMarxsaid:
"languageisthedirectrealityofthinking,"Engelssaid"theauthenticityofthethoughtisembodiedinthelanguage",isalsoaproductoflong-termhumanactivitiesincommunication.Alllanguagesaretoolsofhumanthinkingandcommunication,theremustbeaconnection,whichhavetheirsimilaritiesanddifferences.Aslongastherighttousetheirgeneralcharacter,payattentiontotheoppositesex,betweeneachlanguagecanbeinterlinked.theyinfluenceeachother,interactwitheachother.
Secondlanguageacquisitionareinfluencedbythenativelanguage?
Whatismothertongueinsecondlanguageacquisitionstatusandrole?
Hasbeendebatedforalongtimeinalloftheseareteachingsubject.Peoplecommonpeople,nativelanguageaffectthesecondlanguageacquisition.Infact,mothertongueinsecondlanguageacquisitionplaysanecessaryrolecannotbeignored.Theroleofmothertongueinsecondlanguageacquisitionisnotdomoreharmthangoodormoreharmthangoodnoconclusive,butdebatematerialismphilosophytellpeople,seethingswillcomprehensivelythedevelopmentofthedialecticalviewtoanalysis,notabsolute.Mothertongueinsecondlanguageacquisitionalsohasitspositiveandnegativesides,hasbothpositiveroleandnegativerole,thekeyishowtogivefullplaytotheadvantagesofmothertongue,inhibititsnegativefactorsinsecondlanguageacquisition,flexibleproperlyusingmothertongueinsecondlanguageacquisition,butnotcompletelydenythepositiveroleofmothertongue,talkaboutthedisadvantages,
Insecondlanguageacquisition,studentsarealreadyfamiliarwiththeirownnativelanguage,thelanguagebackgroundknowledge,butignorantofpurposelanguageknowverylittleabouteven.Ifcanachievepositivetransferlearning,bynativelanguageknowledgetounderstandthesecondlanguage,byextension,thelines,willinevitablyreducelearningdifficulty,improvetheefficiencyoflearning,enhancelearningmotivation.
Languagelearningresearchshowsthatintheprocessofsecondlanguagelearning,thesimilaritiesanddifferencesinmothertongueandsecondlanguageappropriatecomparison,whensomeofthecharacteristicsofnativelanguageandforeignlanguagesimilaroridentical,canplayapositiveroleinpromotingtothesecondlanguagelearning,makestudentsproducepositivetransferoflearningasecondlanguage.Bothlanguagesisthesameasthemorepoints,thestudenthasplaysaroleofthepositivetransferofnativelanguageknowledge,themorethegreaterthestudentsmoreeasytounderstand,rememberandmasterasecondlanguage,thestudyenthusiasmishigher,theinterestinlearningandthemorethick,morecanpromotethesecondlanguageteaching,improvethelearningefficiency,toavoidtimeconsuminglowefficiencyphenomenon,moreteachersintheinterpretationoftheabstractwordsoundsistheapplicationformandthegrammarconceptsappropriateuseofmothertonguecangettwicetheresultwithhalftheefforteffect.Positivetransferisbeneficialtotheformationofstudents'languagehabits,promotesecondlanguageacquisition,usingthesecondlanguagethinkingandexpression.
Othernessbetweenmothertongueandtargetlanguagewillhinderandinterferewiththestudentsunderstanding,memoryandmasterasecondlanguagehaveanegativeimpact.Dissimilartothemorepoints,thebiggertheinterference,themoredifficultitistounderstandandmasterasecondlanguagestudents,themorelikelyitistoloseinterestandconfidenceinlearningasecondlanguage.
Betweenfirstlanguageacquisitionandsecondlanguageacquisitionhaveincommon,bothhasthecloserelation,thestudyoffirstlanguageacquisitionwillhelpsecondlanguageteaching,researchandacquisition.But,afterall,firstlanguageacquisitionandsecondlanguageacquisitionistheacquisitionoftwokindsofdifferentnature,althoughchildrenandadultshavetheabilitytoacquirelanguage,buttheprocessandeffectoftwokindsoflanguageacquisition.Firstlanguageacquisitionprocessisalwaysaccompaniedbylearnerscognitive,emotionalandphysicalaspectsofthedevelopmentandchange,andthesecondlanguageacquisitionisconductedintheabovechangeafterthecompletionofthebasic,whichisintheprocessofacquisitionsecondlanguage,theoriginalnativepronunciation,vocabulary,syntax,cultureandotheraspectswillhaveaneffectontheacquisitionoftargetlanguage,inaddition,twokindsofacquisitionoflearnerswillformdifferentmotivationduetothedifferentage,psychological,cognitiveandemotionalaspectsofindividualfactors.
Attitude,motivationandsecondlanguageacquisition
Therearemanyinfluencefactorsinlearners'secondlanguagelearning,hasbothexternalcauseandinternalcause.Justaboutsocialandculturalenvironmentisoneofthemainexternalcauseandinternalcauseisreferstothepsychologicalstateoflearners'attitude,motivation,etc,belongingtothelearner'sakindofemotionalexperience.Emotionisafunctionofhumanbrain,isakindofmentalstate,itisbecauseofdifferentattitudesheldbythepeopleofobjectivethingsandtheinnerandexternalperformance.Emotionalfactorsinlearningasecondlanguagehasplayedamajorrole.
Attitude.About"attitude",therearemanydifferentunderstanding,accordingtoAllport'sview,theattitudeisthepsychologicalandneuralreadiness,itthroughtheexperiencetoorganize,toallindividualsassociatedwiththetargetandthesituationintheresponseanddirectionandpowerperformance,theinfluenceoftheattitudeitselfbyemotion,cognitionandactiontendencyandsoonvariousaspects,theinfluenceoftheattitudetolanguagelearningisthemostimportantcharacteristicsofgroups,namelythelearnerofasecondlanguagegroupheldbytheattitudeofthetargetlanguageculture,ifyouwanttoknowtheirwishes,andtheyareemotionallyconnecteddesireandsoon,thesecantriggerhighparticipationmotives.
Learnersalwaysgrowincertainsocialculturalenvironment,whichmakesthemoftheirownculturetoproduceakindness,thenformsdespiseorhostilityofothercultures,andlearninganegativeattitudeofthetargetlanguage;Itispossiblethattheacquisitionofthetargetlanguagecultureisveryworship,whichproducesstronginteresttothetargetlanguagelearningapositiveattitude.
Motivationisoneofthemostimportantemotionalfactor,thelearners'languagelearningactivitiesplayastimulatingandregulatingrole.Becauseforeveryforeignlanguagelearners,andinordertomeetthedemandsofentranceexamination,ortogoabroadtostudylifeinthetargetlanguagecountries,ortousewhattheyhavelearnedforeignlanguageslearningprofessionalknowledgeandsolvetheproblemofpracticalwork,andsoon.Havedifferentmotivetheenthusiasmoflearningasecondlanguageisdifferent,somestrong,some,somelong,someshort.
Stateanxietyandsecondlanguageacquisition
Mayhappeninthelearnersinsecondlanguagelearninganxietystate.Linguistsuseanxietytodescribepeopleinthesecondlanguagelearningandusingprocessmiddlingsometension,worry,fearandotheremotionalexperienceandstatus.Anxietyemotionisdividedinto"promotesexualanxiety(facilitatinganxiety)"and"obstructive(debilitatinganxiety)anxiety","promotinganxiety"referstolearningdifficultiesinthefaceofasecondlanguagelearnersappearacertaintension,thereisasenseofurgency,themoderatetensioninsteadpromotelearners'learning.Self-confidencestronglearnerstendtoproduce"promotesexualanxiety"."Interferewithsexualanxiety"referstothepersonweakself-confidencetofacehugedifficultiesinsecondlanguageacquisitioninconfusion,lossofconfidence,memoryloss,thinkingslowmentalstate,etc.Intheprocessofsecondlanguagelearning,debilitatinganxietyoftenshowtheclassroomanxiety,testanxiety,andanxiety,etc.Anxietycanaffectthelearnerstoabsorbthenumberofthesecondlanguageinput,mostsecondlanguagelearnershavealmostalltheexperienceandexperience.
Ageandsecondlanguageacquisition
WeoftenhearsomeEnglishlearnerscomplain:
"ageisbig,itishardtolearnEnglish!
"Hereistheproblemoftherelationshipbetweentheageandsecondlanguageacquisition.Fromthepractice,werecognizethatageandsecondlanguageacquisitionthereisalottodo.Childrenlearnasecondlanguagemoreeasily,forexample,ratherthana50sand60softheoldpeopletolearnaforeignlanguageisverydifficult.Linguistshaveconductedastudy