The Necessity of the Construction on Second Class English Teaching in Private Colleges.docx

The Necessity of the Construction on Second Class English Teaching in Private Colleges.docx

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TheNecessityoftheConstructiononSecondClassEnglishTeachinginPrivateColleges

TheNecessityoftheConstructiononSecondClassEnglishTeachinginPrivateColleges—BasedontheAnalysisofKrashen’sTheoryofSecondLanguageAcquisition

论民办高校大学英语第二课堂建设的必要性—基于克拉申二语习得理论分析

Abstract：

Atthebeginning,thispapergenerallyanalysesthefivehypothesesofKrashen'sTheoryofSecondLanguageAcquisition.Inthesecondpart,ittalksabouttheexistingproblemsofcollegeEnglishteachinginprivateschools,andemphasesonthenecessityofthereformofcollegeEnglishteaching.SeenfromKrashen'sInputHypothesisandAffectiveFilterHypothesis,thispaperexploresthenewmodelsofprivatecollegeEnglishteachingreforms,andputsforwardtheconceptionofSecondClass.Basedonallthesefoundation,itillustratesthenecessitiesofSecondClassconstructioninprivatecollegeEnglishteaching,andprovidesavarietyoforganizationalformsandcreativeideasoftheSecondClassofEnglishteachingincolleges.Atlast,itmakestheconclusionthatEnglishasaSecondClassisnotonlyaformofEnglishlearning,butalsoastrongcomplementtofirstclassEnglishteachingwhichplaysanimportantroleinprivatecollegeEnglishteaching.

Keywords:

Krashen'sTheoryPrivateCollegesCollegeEnglishSecondClass

摘要:

本文着重从克拉申提出的输入假设和情感过滤假设角度出发，探求民办高校中大学英语教学的改革建设新模式，提出了大学英语第二课堂的概念，分析出在民办高校中开展第二课堂建设的必要性，并提出了多种切实可行的发展第二课堂的组织形式。

大学英语第二课堂不仅是一种英语学习形式，也是对第一课堂的有利补充，这在民办高校的英语教学改革中扮演重要角色。

关键词:

克拉申理论民办高校大学英语第二课堂

CONTENTS

Abstract.i

Keywordsi

摘要i

关键词i

1.Introduction1

2.DescriptionofKrashen’sTheoryofSecondLanguageAcquisition2

2.1TheintroductionofKrashen’sTheory2

2.1.1TheAcquisition-LearningDistinction2

2.1.2TheMonitorHypothesis2

2.1.3TheNaturalOrderHypothesis3

2.1.4TheInputhypothesis3

2.1.5TheAffectiveFilterHypothesis4

2.2TheapplicationsofKrashen’stheory4

2.2.1Advantagesofthelanguagestructurestudy4

2.2.2Conditionsoftheimprovementoflisteningcomprehension5

3.TheProblemsExistinginPrivateCollegeEnglishTeachingandtheInspirationofKrashen’sTheory6

3.1TheproblemsexistinginprivatecollegeEnglishteaching6

3.1.1Thecurrentteachingmaterialsareold.7

3.1.2Theteachingtimearrangedisnotscientific.7

3.1.3Theteachingmethodissingle;studentsarelackofinterest.8

3.1.4Teachingequipmentsarenotadvanced.9

3.2TheinspirationofKrashen’sTheory-theconstructionofSecondClass9

3.2.1TheinspirationofKrashen’sTheoryofSecondLanguageAcquisition9

3.2.2TheconceptionoftheSecondClassandthenecessityofitsdevelopment10

3.2.2.1TheconceptionoftheSecondEnglishClass10

3.2.2.2ThenecessityofthedevelopmentoftheSecondClass11

4.TheEffectiveFormsoftheSecondClassinCollegeEnglishTeaching13

4.1TheeffectiveformsoftheSecondClass13

4.1.1Theorganizationof“EnglishCorner”13

4.1.2TheorganizationofEnglishAssociation14

4.1.3Theuseofschoolradiostations14

4.1.4TheorganizationofEnglishdramaactivities14

4.1.5ThecelebrationofEnglishculturefestivals15

4.2MeasurestokeeptheeffectoftheSecondClass15

5.Conclusions17

References19

Acknowledgements20

1.Introduction

StephenKrashenisanexpertinthelinguisticsfield,specializingintheoriesoflanguageacquisitionanddevelopment.Muchofhisrecentresearchhasinvolvedthestudyofnon-Englishandbilinguallanguageacquisition.Krashen’swidelyknownandwellacceptedtheoryofsecondlanguageacquisitionhashadalargeimpactinallareasofsecondlanguageresearchandteachingsincethe1980s.Hisfivehypotheseshavebeenappliedtomanyareasoflanguageteaching,especiallycollegeEnglishteaching.

摘要：

英语第二课堂是英语学习的另一种形式,也是英语课堂教学的有力补充。

随着大学英语教学改革的不断深入,现代大学英语的教学方式已经发生了巨大的变化,教师和学生都不再满足于单一的传统课堂教学模式。

WiththecontinuingdevelopmentofcollegeEnglishteachingreform,themodernuniversityandcollegeEnglishteachingmethodshaveundergonetremendouschanges;teachersandstudentsarenolongersatisfiedwiththesingletraditionalclassroomteachingmode.为了适应当今社会快速发展的要求,广大教师和学生都积极地投入到丰富多彩的大学英语第二课堂活动中。

Tomeettherequirementsofrapiddevelopmentintoday’ssociety,themajorityofteachersandstudentsareactivelyengagedinavarietyofSecondEnglishClassactivities.TheconstructionofSecondClassinEnglishteachingisagoodexampleoftheapplicationoftheInputHypothesisandtheAffectiveFilterHypothesis.

TheSecondClasspaysmoreattentiononstudent-centeredclassteachingwhichcouldmeetstherequirementofeverystudent’sdevelopment,andprovidesmuchricherlearningcontentsthanthecurricularteachingmethods,anditisalsowithouttherestrictionsoftimeandplace.

SincetherearemanyproblemsoftheEnglishteachinginprivatecolleges,theSecondClassofEnglishteachingisaperfectmodeltosolvetheseproblems.Inprivatecolleges,leadersandteachersshouldgiveenoughattentiontotheconstructionofSecondClass,andtrytobuildanewevaluationmodetoachievethegoaloftheimprovementoftheteachingquality.ThereareaseriesofwaystostarttheSecondClassactivities,suchasEnglishcorner,EnglishDramaClubandsoon.ThemainpurposeoftheconstructionofSecondClassistocreatearelaxingandharmoniouslanguagelearningenvironmentthatcouldreducethelearners’pressure,whichisareflectionofKrashen’sAffectiveFilterHypothesis.

2.DescriptionofKrashen’sTheoryofSecondLanguageAcquisition

2.1TheintroductionofKrashen’sTheory

Krashen’stheoryofsecondlanguageacquisitionconsistsoffivemainhypotheses：

theAcquisition-LearningHypothesis；theMonitorHypothesis；theNaturalOrderHypothesis；theInputHypothesis；andtheAffectiveFilterHypothesis.

2.1.1TheAcquisition-LearningDistinction

TheAcquisition-LearningDistinctionisthemostfundamentalpartofallthehypothesesinKrashen’stheoryandthemostwidelyknownoneamonglinguistsandlanguagepractitioners.Therearetwoindependentsystemsofsecondlanguageperformance:

“theacquiredsystem”and“thelearnedsystem”（Krashen,1981）.The“acquiredsystem”or“acquisition”istheproductofasubconsciousprocessthatverysimilartotheprocesschildrenundergowhentheyacquiretheirfirstlanguage.Itrequiresmeaningfulinteractioninthetargetlanguage-naturalcommunicationinwhichspeakersarenotconcentratedintheformoftheirutterances,butinthecommunicativeact.The“learnedsystem”or“learning”istheproductofformalinstructionanditcomprisesaconsciousprocesswhichresultsinconsciousknowledgeaboutthelanguage,forexampleknowledgeofgrammarrules.AccordingtoKrashen“learning”islessimportantthan“acquisition”.

2.1.2TheMonitorHypothesis

TheMonitorHypothesisexplainstherelationshipbetweenacquisitionandlearning,anditdefinestheinfluenceofthelatterontheformer.Themonitoringfunctionisthepracticalresultofthelearnedgrammar.Theacquisitionsystemistheutteranceinitiator,whilethelearningsystemperformstheroleofthe“monitor”orthe“editor”（Krashen1981）.The“monitor”actsinaplanning,editingandcorrectingfunctionwhenthreespecificconditionsaremet:

thatis,thesecondlanguagelearnerhassufficienttimeathis/herdisposal,andhe/shefocusesontheformorthinksaboutthecorrectness,andhe/sheknowstherule.

Itappearsthattheroleofconsciouslearningissomewhatlimitedinsecondlanguageperformance.AccordingtoKrashen,theroleofthemonitorisbeingusedonlytocorrectdeviationsfrom“normal”speechandtogivethespeechamore“polished”appearance.

Krashen（1982）alsosuggeststhatthereisindividualvariationamonglanguagelearnerswithregardto“monitor”use.Hedistinguishesthoselearnersthatusethe“monitor”allthetime（over-users）;thoselearnerswhohavenotlearnedorwhoprefernottousetheirconsciousknowledge（under-users）;andthoselearnersthatusethe“monitor”appropriately（optimalusers）.Anevaluationoftheperson’spsychologicalprofilecanhelptodeterminewhatgrouptheybelongto.Usuallyextrovertsareunder-users,whileintrovertsandperfectionistsareover-users.Lackofself-confidenceisfrequentlyrelatedtotheover-useofthe“monitor”.

2.1.3TheNaturalOrderHypothesis

TheNaturalOrderHypothesisisbasedonresearchfindings（Dulay&Burt,1974;Fathman,1975;Makino,1980citedinKrashen,1987）whichsuggestedthattheacquisitionofgrammaticalstructuresfollowsa“naturalorder”whichispredictable.Foragivenlanguage,somegrammaticalstructurestendtobeacquiredearlywhileotherslate.Thisorderseemedtobeindependentofthelearners’age,conditionsofexposure,andalthoughtheagreementbetweenindividualacquirerswasnotalwaysonehundredpercentinthestudies,therewerestatisticallysignificantsimilaritiesthatreinforcedtheexistenceofaNaturalOrderoflanguageacquisition.Krashen,however,pointsoutthattheimplicationoftheNaturalOrderHypothesisisnotthatalanguageprogramsyllabusshouldbebasedontheorderfoundinthestudies.Infact,herejectsgrammaticalsequencingwhenthegoalislanguageacquisition.

2.1.4TheInputhypothesis

TheInputhypothesisisKrashen’sattempttoexplainhowthelearneracquiresasecondlanguage.Inotherwords,thishypothesisisKrashen’sexplanationofhowsecondlanguageacquisitiontakesplace.So,theInputHypothesisisonlyconcernedwith“acquisition”not“learning”.Thelearnerimprovesandprogressesalongthe“naturalorder”whenhe/shereceivessecondlanguage“input”thatisonestepbeyondhis/hercurrentstageoflinguisticcompetence.（Krashen,1981）.Forexample,ifalearnerisatastage“i”,thenacquisitiontakesplacewhenhe/sheis