语言学习理论.docx

语言学习理论.docx

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语言学习理论

FactorsAffectingSecondLanguageLearning

⏹Intelligence

⏹Aptitude

⏹MotivationandAttitude

⏹Learnerpreferences

⏹Learnerbeliefs

⏹Ageofacquisition

The“GoodLanguageLearner”

⏹Aretherepersonalcharacteristicsthatmakeonelearnermoresuccessfulthananother?

Inyourexperience,asanEnglishlearner,whichcharacteristicsseemtoyoumostlikelytobeassociatedwithsuccessinL2acquisition?

（Pleaseturntop.50anddothequestionnaire）

Thenshareyouropinionwithyourgroupmembers.Findthreemostimportantandthreeleastimportantlearnercharacteristics.

Beforelookingat

learnercharacteristics…

⏹ThreedifficultiesinresearchonlearnercharacteristicsandSLA:

1）Itisnotpossibletodirectlyobserveandmeasurequalitiessuchasmotivation,personality,aptitude,andintelligence.Moreover,thesevariablesarenotindependentofoneanother.

2）Alearner’slanguageproficiencycanbedefinedandmeasuredinmanyways.

3）Acorrelationoftwofactorsdoesnotmeanthereisacausalrelationshipbetweenthem.

Intelligence

⏹Intelligencehasmultipletypes.Whatdoyouknow?

⏹Traditionally,intelligencereferstothementalabilitiesthataremeasuredbyanIQ（intelligencequotient）test.Itusuallymeasuresonlytwotypesofintelligence:

verbal/linguisticandmathematical/logicalintelligence.

VerbalIQTest

⏹Areyougoodwiththewrittenandspokenword?

⏹Doyoucommunicatewithstyleorfindyourselfstumblingoveryourwords?

⏹Word“smarts”makesuppartofwhatiscollectivelyknownasintelligence.

⏹Choosethewordthatbestcompletesthesentence.

 1. Tobecholericistobe 

⏹overweight 

⏹bad-tempered 

⏹pleasant 

⏹sad 

⏹Idon’tknow 

⏹2. Tohaveaplombistohave 

⏹asenseofhumor 

⏹insecurity 

⏹excessivepride 

⏹confidence 

⏹Idon’tknow 

3. Afecundtreeis 

⏹bearinglotsoffruit 

⏹changingcolorsforfall 

⏹bendinginthewind 

⏹driedoutanddying 

⏹Idon’tknow 

⏹4. Anunctuousattitudeis 

⏹insincere 

⏹rebellious 

⏹friendly 

⏹straightforward 

⏹Idon’tknow 

⏹5. Arepastisa（n） 

⏹instantreplay 

⏹meal 

⏹factory 

⏹closerelationship 

⏹Idon’tknow

⏹6. Apedagoguehas 

⏹patients 

⏹enemies 

⏹students 

⏹servants 

⏹Idon’tknow

⏹7. Toincarceratesomeoneisto 

⏹imprisonthem 

⏹convictthem 

⏹accusethem 

⏹acquitthem 

⏹Idon’tknow

⏹8. Toforgosomethingisto 

⏹doittoomuch 

⏹becomeboredwithit 

⏹seekitout 

⏹dowithoutit 

⏹Idon’tknow

⏹ 9. Alanguidmovementis 

⏹slow-moving 

⏹speedy 

⏹awkward 

⏹reckless 

⏹Idon’tknow

⏹10. Aftermanyvicissitudesoffortune,heatlastsunkintoabjectpovertyandhopelessmisery. 

⏹hardships 

⏹fluctuations 

⏹slump 

⏹trials 

⏹Idon’tknow

Intelligence

⏹Researchfindings:

1.Intelligence,especiallymeasuredbyverbalIQtests,maybeastrongfactorwhenitcomestolearningthatinvolveslanguageanalysisandrulelearning.

2.Ontheotherhand,intelligencemayplayalessimportantroleinlanguagelearningthatfocusesmoreoncommunicationandinteraction.

⏹Conclusions:

3.Itisimportanttokeepinmindthat“intelligence”iscomplexandthatapersonhasmanykindsofabilitiesandstrengths.

4.Anindividualwithstrongacademicperformancedoesnotnecessarilymeanthats/heisasuccessfulsecondlanguagelearner.

Aptitude

⏹Aptitudereferstopotentialforachievement.Anaptitudetestisdesignedtomakeapredictionaboutanindividual’sfutureachievements.

⏹Aptitudeforlanguagelearningisusuallycomposedoffourdifferenttypesofabilities:

1）Theabilitytoidentifyandmemorizenewsounds

2）Theabilitytounderstandthefunctionofparticularwordsinsentences

3）Theabilitytofigureoutgrammaticalrulesfromlanguagesamples

4）Theabilitytomemorizenewwords

⏹Researchfindings:

5）Earlierresearchrevealedasubstantialrelationshipbetweenaptitudeforlanguagelearningandperformanceinforeignlanguagethatwastaughtwithgrammar-translationoraudiolingualmethods.

6）However,aptitudeseemsirrelevanttoL2learningwiththeadoptionofamorecommunicativeapproachtoteaching（i.e.,withafocusonmeaningratherthanonform）.

⏹Conclusions:

☐Successfullanguagelearnersarenotnecessarilystronginallofthecomponentsofaptitude.

（e.g.,Somemayhavestrongmemoriesbutonlyaverageabilitytofigureoutgrammaticalrules.）

☐Teacherscanselectappropriateteachingapproachesandactivitiesbasedonlearners’aptitudeprofilestoaccommodatetheirdifferencesinaptitude

Personality

⏹ThereareanumberofpersonalitycharacteristicsthatarelikelytoaffectL2learning,suchas

☐Extroversionvs.introversion

☐Inhibitionvs.risk-taking

☐Self-esteem（self-confidence）

☐Anxiety

☐Empathy

⏹Researchfindings:

☐Somestudieshavefoundthatlearners’successinlanguagelearningisassociatedwithextroversionsuchasassertivenessandadventurousness,whileothershavefoundthatmanysuccessfullanguagelearnersdonotgethighscoresonmeasuresofextroversion.

☐Inhibitionisanegativeforceforsecondlanguagepronunciationperformance.

⏹Researchfindings:

1.Somestudieshavefoundthatlearners’successinlanguagelearningisassociatedwithextroversionsuchasassertivenessandadventurousness,whileothershavefoundthatmanysuccessfullanguagelearnersdonotgethighscoresonmeasuresofextroversion.

2.Inhibitionisanegativeforceforsecondlanguagepronunciationperformance.

1.However,ingeneral,theresearchdoesnotshowaclearlydefinedrelationshipbetweenpersonalityandSLA.Themajordifficultyisidentificationandmeasurementofpersonalitycharacteristics.

2.Personalitymaybeamajorfactoronlyintheacquisitionofconversationalskills（i.e.,oralcommunicativeability）,notintheacquisitionofliteracyskills（i.e.,readingandwritingskills）.

Motivation&Attitude

⏹Typesofmotivation（intermsofcommunicativeneeds）:

PurposeSource

Intrinsic（Internal）

Extrinsic（External）

Integrative

ThelearnerwishestolearnL2forpersonalgrowthandculturalenrichment.

Someoneelse（e.g.,thelearner’sparents）wishesthelearnertoknowL2foranintegrativereason.

Instrumental

ThelearnerwishestoachievepracticalgoalsusingL2（e.g.,foracareer）.

ExternalpowerwantsthelearnertolearnL2forapracticalpurpose（e.g.,acorporationasksitsstafftogetlanguagetraining）.

⏹Researchfindings:

1）BothintegrativeandinstrumentaltypesofmotivationarerelatedtosuccessinL2learning.MostL2learningsituationsinvolveamixtureofeachtypeofmotivation.

2）Researchstronglyfavorsintrinsicmotivation,especiallyforlong-termretention.Intrinsicallymotivatedlearnersarestrivingforexcellence,autonomy,andself-actualization.

⏹Anindividual’sidentityandattitudestowardsthesecondlanguagecommunity:

☐PositivelearningL2isenrichment.

☐NegativelearningL2isresentment.

⏹SocialdynamicsandpowerrelationshipsbetweenL1andL2.

☐Minoritygroupmemberslearningthelanguageofamajoritygroupsmayhavedifferentattitudesandmotivationfromthoseofmajoritygroupmemberslearningaminoritylanguage.

⏹Motivationintheclassroomsetting:

☐Motivatingstudentsintothelesson.

☐Varyingtheactivities,tasks,andmaterialstoincreasestudents’interestlevels.

☐Usingcooperativeratherthancompetitivegoalstoincreasestudents’self-confidence.

☐Creatingasupportiveandnon-threateninglearningatmosphere.

LearnerPreferences（LearningStyles）

⏹Learningstyle:

Anindividual’snatural,habitual,andpreferredwayofabsorbing,processing,andretainingnewinformationandskills.

⏹TypesoflearningstylesrelatedtoL2learning:

☐Perceptuallearningstyles:

visual,aural/auditory,andhaptic（kinesthetic&tactile）

☐Cognitivelearningstyles:

1）field-independencevs.field-dependence

2）reflectivityvs.impulsivity

3）right-braindominancevs.left-braindominance

⏹Perceptuallearningstyles:

☐Visuallearner:

learnsmoreeffectivelythroughtheeyes（seeing）.

☐Auditory（aural）learners:

learnsmoreeffectivelythroughtheears（hearing）.

☐Kinestheticlearner:

learnsmoreeffectivelythroughconcretebodyexperience（bodymovement）.

☐Tactilelearner:

learnsmoreeffectivelythroughtouch（hands-on）.

☐Hapticlearner:

learnsmoreeffectivelythroughtouchandbodymovement（acombinationofthekinestheticandtactilestyles）.

⏹Cognitivelearningstyles（I）:

field-independencevs.field-dependence

☐Fieldindependentlearnerspickoutthehiddenfiguresinacomplicateddrawingmorequickly.Theytendtoperceiveelementsindependentlyofacontextorfieldandfocusondetails.Theyaremoreanalytical.

☐Fielddependentlearnersaremoreinclinedtoseethewholedrawingandhavedifficultyseparatingitintoparts.Theytendtoperceivethewholefieldorsituationandfocusongeneralmeaning.Theyaremorerelational.

☐Cognitivelearningstyles（I）:

field-independencevs.field-dependence

LearnerPreferences（LearningStyles）

⏹Cognitivelearningstyles（II）:

reflectivityvs.impulsivity

☐Reflectivelearnerstendtomakeaslower,morecalculateddecision.TheyareusuallymoresystematicandmorecautiousinlearningL2.

☐Impulsivelearnerstendtomakeaquickorgamblingguessatananswertoaproblem.TheyareusuallymoreintuitiveandmorewillingtotakerisksinlearningL2.

⏹Cognitivelearningstyles（III）:

right-brainvs.left-braindominance

☐Therightbrainperceivesandremembersvisual,tactile,andauditoryimages.Itismoreefficientinprocessingholistic,integrative,andemotionalinformation.

☐Theleft