论文克拉申5个假设理论及应用.docx
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论文克拉申5个假设理论及应用
Krashen’sFiveHypothesesandItsApplications
Abstract:
InthefieldofSecondLanguageAcquisition,researchershaveputforwardvarioustheoreticalmodels.Amongthesemodels,StephenKrashenputforwardthefirstModelofsecondlanguageacquisition.Thatisthemonitormodelwhichhasapositiveimpactonapplicationofteachingandlearning.Themodelincludesfivehypotheses—theAcquisition-learningHypothesis,theNaturalOrderHypothesis,theMonitorHypothesis,theInputHypothesis,andtheAffectiveFilterHypothesis.Thistheoryhasbeenwidelyusedinteachingandlearning.Inaddition,ithasmadeagreatcontributiontoteachingandlearning.ThisessaywilldiscussKrashen’sFiveHypothesesandItsApplications
Keyword:
Acquisition-learningHypothesis,NaturalOrderHypothesis,MonitorHypothesis,InputHypothesis,AffectiveFilterHypothesis.
1.Introduction
Inthe1970s,therewasahugeamountoflinguisticswhopromotedthetheoryCreativeConstructionHypothesis(创造性构造假设,没找到这个词的翻译,不知道这个对不对)tolearnasecondlanguageaccordingtoinputandinbornlearningstrategies,amongwhichMonitorTheoryofKrashen’sisthemostpopularandinfluencial.
MoniterTheory,asaterminsecondlanguageacquisition,isalsocalledtheFiveHypothesis.ItisarevisedexpandingversionoftheMonitorModelin1970s.ItispromotedbyKrashen,bornin1941,Chicago,andarousedtremendouseffectsaroundthelinguisticsdepartmentinthe1980s,includingtheAcquisition-learningHypothesis,theNaturalOrderHypothesis,theMoniterHypothesis,InputHypothesis,andtheAffectiveFilter.ItissystematicallyclaimedinKrashen’sbookSecondLanguageAcquisitionandSecondLanguageLearningin1985.
However,howtoapplyMonitorTheoryisalwaysbeenacontroversialitem.Inthisessay,wewilldiscuss.........(看你们后面找的是哪些人物对该理论的运用)
Inthelate1970s,AmericanlinguistKrashen putforwardthefirstModelofsecondlanguageacquisition.Thatisthemonitormodel。
Themodelincludesfivehypotheses—thelearninghypothesis,thenaturalorderhypothesis,themonitorhypothesis,inputhypothesisandtheaffectivefilter.Themonitormodel hasagreatinfluenceinthenorthofAmericanandmanyothercountries.Itoccupiesaveryimportantpositionintheresearchofsecondlanguageacquisition.Atthebeginningofthe20thcentury,themodelwasintroducedtoourcountryandbroughtmanyinspirationsfortheforeignlanguageteachingofourcountry,helpingustoteachbetterintheprocessoftheforeignlanguageteaching.
StephenKrashen isa professoremeritusatthe UniversityofSouthernCalifornia,whomovedfromthelinguistics departmenttothefacultyoftheSchoolofEducationin1994.Heisalinguist,educationalresearcher,andactivist.Dr.Krashenhaspublishedmorethan350papersandbooks,contributingtothefieldsofsecond-languageacquisition, second-languageacquisition,bilingualeducation,andreading. Heiscreditedwithintroducingvariousinfluentialconceptsandtermsinthestudyofsecond-languageacquisition,includingthe acquisition-learninghypothesis,theinputhypothesis,the monitorhypothesis,the affectivefilterhypothesis,andthe naturalorderhypothesis. Mostrecently,Krashenpromotestheuseof freevoluntaryreadingduringsecond-languageacquisition,whichhesays"isthemostpowerfultoolwehaveinlanguageeducation,firstandsecond."
Westerntheoryofsecondlanguageacquisitionresearchbeganinthe1960s.Secondlanguageacquisitionresearchersbasedonalargenumberofempiricalresearch,putsforwardthetheoryofmonitoring,theuniversalgrammarmodelcompetition,thinkingadaptivecontroltheory,signaltheory,theinformationprocessingmodel,culturaladaptationtheory,multi-dimensionaldevelopmenttheory,discoursepatternsandmutationcapabilitypatternsandsoonthemanykindsofsecondlanguageacquisitiontheory.Thesetheoreticalmodelfromtheperspectiveofdifferent,eachhaveadvantages,alsohaveflaws.Onlyonthetheorymodelforcomparativeanalysis,pursuit,toaccuratelydescribethesecondlanguageacquisitionprocessandmechanism,fullyunderstandingandgraspingtheessenceofthesecondlanguageacquisition.Inallkindsoftheoreticalmodel,KrashenMonitoringtheoryismostaffected.Thefivehypotheseshavedeveloped.
2.Thetheoryofthefivehypotheses
2.1TheAcquisition-Learninghypothesis
TheAcquisition-Learninghypothesisclaimsthattherearetwodistinctivewaysofdevelopingcompetenceinasecondorforeignlanguage.Acquisitionisthe“natural”way,parallelingfirstlanguagedevelopmentinchildren.Acquisitionreferstoanunconsciousprocessthatinvolvesthenaturalisticdevelopmentoflanguageproficiencythroughunderstandinglanguageandthroughusinglanguageformeaningfulcommunication.Learning,bycontrast,referstoaprocessinwhichconsciousrulesaboutalanguagearedeveloped.Itresultsinexplicitknowledgeabouttheformsofalanguageandtheabilitytoverbalizethisknowledge.Formalteachingisnecessaryfor“learning”tooccur,andcorrectionoferrorshelpswiththedevelopmentoflearnedrules.Learning,accordingtothetheory,cannotleadtoacquisition[1]
TheAcquisition-LearninghypothesisiswhatKrashenconsiderstobeperhapsthemostfundamentalofallhypotheses.Inhisview,weacquireasweareexposedtosamplesofthesecondlanguagewhichweunderstand.Thishappenedinmuchthesamewaythatchildrenpickuptheirfirstlanguage-withnoconsciousattentiontolanguageform.Welearn,ontheotherhand,throughaconsciousprocessofstudyandattentiontoformandrulelearning.AtablefromMitchell&Myles(1998)neatlysummarizesthemajorcharacteristicsofacquisitionandlearning.
Acquisition
Learning
Similartochild’sfirstlanguageacquisition
Formalknowledgeoflanguage
“Pickingup”alanguage
“knowingabout”alanguage
Subconscious
Conscious
Implicitknowledge
Explicitknowledge
Central
Peripheral
Formalteachingdoesnothelp
Formalteachingdoeshelp
2.TheNaturalOrderHypothesis
AccordingtotheNaturalOrderHypothesis,theacquisitionofgrammaticalstructuresproceedsinapredictableorder.ReasearchissaidtohaveshownthatcertaingrammaticalstructuresormorphemesareacquiredbeforeothersinfirstlanguageacquisitionofEnglish,andasimilarnaturalorderisfoundinsecondlanguageacquisition.Errorsaresignsofnaturalisticdevelopmentalprocesses,andduringacquisition(butnotduringlearning),similardevelopmentalerrorsoccurinlearnersnomatterwhattheirnativelanguageis.[1,182]
ThenaturalorderhypothesisofKrashenasoneofthefiveimportanthypothesesmonitoringtheory,liketheotherfourhypotheses,isanimportantpartofcontroltheory,theycontacteachother,thecommoninterpretationofthemechanismofsecondlanguageacquisition,leavingthenaturalorderhypothesis,monitortheorycouldnotexist.Inthefaceofsomescholarsholddoubtsonthecurrentsituation,thenaturalorderhypothesis,theauthorbelievesthattheempiricalacademicresearchinthefirstlanguagelearnermorphemeacquisitionorderandsecondlanguagelearners’morphemeacquisitionorder.ForthenaturalorderhypothesisofKrashenprovidesstrongwithevidence,provetheexistenceofacommonforeseeablenaturalacquisitionorderintheprocessoflanguageacquisition,languageteachingshouldfollowthenaturalorder,providingconvenienceforthebetterlearnersofsecondlanguageacquisition.[2]
2.3TheMonitorHypothesis
ThemonitorhypothesisisalsocalledtheMonitorModelofSecondLanguageDevelopment.Krashenthinkstherearetwolanguagesystemsinhuman’smind.Theyareconsciousmonitorsystemandsubconsciousmonitorsystem.Themonitorsystemisconsideredasaconsciousgrammar.Whenthemonitorsystemtakeseffect,itwillhavethefunctionofeditandcontrol,whichmakesthelanguageuserseditlanguageconsciously.[Krashen,2003:
6]Themonitorhypothesisattemptstobridgetheschismbetweenlanguagelearningandlanguageacquisitionbyillustratingtherelationshipbetweenthemanditparallelshowchildrennaturallyacquiretheirfirstlanguage.Obviously,childrenlearnhowtospeakyearsbeforetheyeverattendschoolandthisiswheretheywillthenlearnaboutthelanguage,i.e.,acquisitionprecedeslearning.
Asthechildlearnsabouttheformandrulesofthelanguageovertime,heorshethenbeginstoself-monitorspeechproductionsthatarecheckedagainstthis"knowledgebase"ofrulesandform.Thatis,evennativespeakerswilloccasionallymakeagrammaticalerrororproducea"slipofthetongue"inspeechnowandthenbut,iftheyareawareoftheproperformorrule,theywillusuallycatchtheerrorandcorrectthemselvesimmediatelyafterwards.ThiswouldbeevidenceoftheMonitor.
However,aconsiderablefearofmakingamistakeortheabsenceofproperlanguageacquisitiontobeginwithcanresultinwhatKrashenreferstoasa"typeoneperformer,"thatis,someonewhooverusestheMonitor.Thisresultsinspeechproductionthatisunnaturalandfartoocontrolledormeasured.ChineseEFLstudentsarenotorious"typeoneperformers"and,aswillbediscussedinthenextunit,yourgreatestandmostdifficulttaskasaforeignEnglishteacherwillbetogetthemtorelaxandnotworrysomuchaboutmakingamistakeinfrontofyouortheirpeers,i.e.,youwillneedtotemporarilyneutralizeorsuspendtheirfearoflosingface.
2.4InputHypothesis
Krashen's[Krashen,2003:
9]InputHypothesis(originallyreferredtoastheMonitorModel)consistsoffivecorrelatesorsub-hypothesesandwouldbebroadlyclassifiedasaninteractionalorenvironmentalmodel.Hethinks"thishypothesisisthecenterpartofthefivehypotheses".The