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毕业论文.docx

1、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毕业论文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毕业论文CONTENTSAbstract. iKey words i摘要 i关键词 i1. Introduction 12. Description of Krashens Theory of Second Language Acquisition 22.1 The introduction of Krashens Theory 22.1.1 The Acquisition-Learning Distinction 22.1.2 The Monitor Hyp

2、othesis 22.1.3 The Natural Order Hypothesis 32.1.4 The Input hypothesis 32.1.5 The Affective Filter Hypothesis 42. 2 The applications of Krashens theory 42.2.1 Advantages of the language structure study 42.2.2 Conditions of the improvement of listening comprehension 53. The Problems Existing in Priv

3、ate College English Teaching and the Inspiration of Krashens Theory 63.1 The problems existing in private college English teaching 63.1.1 The current teaching materials are old. 73.1.2 The teaching time arranged is not scientific. 73.1.3 The teaching method is single; students are lack of interest.

4、83.1.4 Teaching equipments are not advanced. 93.2 The inspiration of Krashens Theory -the construction of Second Class 93.2.1 The inspiration of Krashens Theory of Second Language Acquisition 93.2.2 The conception of the Second Class and the necessity of its development 103.2.2.1 The conception of t

5、he Second English Class 103.2.2.2 The necessity of the development of the Second Class 114. The Effective Forms of the Second Class in College English Teaching 134.1 The effective forms of the Second Class 134.1.1 The organization of “English Corner” 134.1.2 The organization of English Association 1

6、44.1.3 The use of school radio stations 144.1.4 The organization of English drama activities 144.1.5 The celebration of English culture festivals 154.2 Measures to keep the effect of the Second Class 155. Conclusions 17References 19Acknowledgements 201. IntroductionStephen Krashen is an expert in th

7、e linguistics field, specializing in theories of language acquisition and development. Much of his recent research has involved the study of non-English and bilingual language acquisition. Krashens widely known and well accepted theory of second language acquisition has had a large impact in all are

8、as of second language research and teaching since the 1980s. His five hypotheses have been applied to many areas of language teaching, especially college English teaching. 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。With the continuing develo

9、pment of college English teaching reform, the modern university and college English teaching methods have undergone tremendous changes; teachers and students are no longer satisfied with the single traditional classroom teaching mode. 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。To meet the requ

10、irements of rapid development in todays society, the majority of teachers and students are actively engaged in a variety of Second English Class activities. The construction of Second Class in English teaching is a good example of the application of the Input Hypothesis and the Affective Filter Hypo

11、thesis.The Second Class pays more attention on student-centered class teaching which could meets the requirement of every students development, and provides much richer learning contents than the curricular teaching methods, and it is also without the restrictions of time and place.Since there are m

12、any problems of the English teaching in private colleges, the Second Class of English teaching is a perfect model to solve these problems. In private colleges, leaders and teachers should give enough attention to the construction of Second Class, and try to build a new evaluation mode to achieve the

13、 goal of the improvement of the teaching quality. There are a series of ways to start the Second Class activities, such as English corner, English Drama Club and so on. The main purpose of the construction of Second Class is to create a relaxing and harmonious language learning environment that coul

14、d reduce the learners pressure, which is a reflection of Krashens Affective Filter Hypothesis.2. Description of Krashens Theory of Second Language Acquisition2.1 The introduction of Krashens TheoryKrashens theory of second language acquisition consists of five main hypotheses：the Acquisition-Learnin

15、g Hypothesis；the Monitor Hypothesis；the Natural Order Hypothesis；the Input Hypothesis；and the Affective Filter Hypothesis. 2.1.1 The Acquisition-Learning DistinctionThe Acquisition-Learning Distinction is the most fundamental part of all the hypotheses in Krashens theory and the most widely known on

16、e among linguists and language practitioners. There are two independent systems of second language performance: “the acquired system” and “the learned system” (Krashen, 1981). The “acquired system” or “acquisition” is the product of a subconscious process that very similar to the process children un

17、dergo when they acquire their first language. It requires meaningful interaction in the target language - natural communication in which speakers are not concentrated in the form of their utterances, but in the communicative act. The “learned system” or “learning” is the product of formal instructio

18、n and it comprises a conscious process which results in conscious knowledge about the language, for example knowledge of grammar rules. According to Krashen “learning” is less important than “acquisition”.2.1.2 The Monitor HypothesisThe Monitor Hypothesis explains the relationship between acquisitio

19、n and learning, and it defines the influence of the latter on the former. The monitoring function is the practical result of the learned grammar. The acquisition system is the utterance initiator, while the learning system performs the role of the “monitor” or the “editor” (Krashen1981). The “monito

20、r” acts in a planning, editing and correcting function when three specific conditions are met: that is, the second language learner has sufficient time at his/her disposal, and he/she focuses on the form or thinks about the correctness, and he/she knows the rule.It appears that the role of conscious

21、 learning is somewhat limited in second language performance. According to Krashen, the role of the monitor is being used only to correct deviations from “normal” speech and to give the speech a more “polished” appearance.Krashen (1982) also suggests that there is individual variation among language

22、 learners with regard to “monitor” use. He distinguishes those learners that use the “monitor” all the time (over-users); those learners who have not learned or who prefer not to use their conscious knowledge (under-users); and those learners that use the “monitor” appropriately (optimal users). An

23、evaluation of the persons psychological profile can help to determine what group they belong to. Usually extroverts are under-users, while introverts and perfectionists are over-users. Lack of self-confidence is frequently related to the over-use of the “monitor”.2.1.3 The Natural Order Hypothesis T

24、he Natural Order Hypothesis is based on research findings (Dulay & Burt, 1974; Fathman, 1975; Makino, 1980 cited in Krashen, 1987) which suggested that the acquisition of grammatical structures follows a “natural order” which is predictable. For a given language, some grammatical structures tend to

25、be acquired early while others late. This order seemed to be independent of the learners age, conditions of exposure, and although the agreement between individual acquirers was not always one hundred percent in the studies, there were statistically significant similarities that reinforced the exist

26、ence of a Natural Order of language acquisition. Krashen, however, points out that the implication of the Natural Order Hypothesis is not that a language program syllabus should be based on the order found in the studies. In fact, he rejects grammatical sequencing when the goal is language acquisiti

27、on.2.1.4 The Input hypothesisThe Input hypothesis is Krashens attempt to explain how the learner acquires a second language. In other words, this hypothesis is Krashens explanation of how second language acquisition takes place. So, the Input Hypothesis is only concerned with “acquisition” not “lear

28、ning”. The learner improves and progresses along the “natural order” when he/she receives second language “input” that is one step beyond his/her current stage of linguistic competence. (Krashen, 1981). For example, if a learner is at a stage “i”, then acquisition takes place when he/she is exposed

29、to “Comprehensible Input” that belongs to level “i + 1”. Since not all of the learners can be at the same level of linguistic competence at the same time, Krashen suggests that natural communicative input is the key to design a syllabus, ensuring in this way that each learner will receive some “i +

30、1” input that is appropriate for his/her current stage of linguistic competence.2.1.5 The Affective Filter Hypothesis Finally, the fifth hypothesis, the Affective Filter Hypothesis embodies Krashens view that a number of “affective variables” play a facilitative, but non-causal role in second langua

31、ge acquisition. These variables include: motivation, self-confidence and anxiety. Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition. Low motivation, low self-esteem, and deb

32、ilitating anxiety can combine to “raise” the affective filter and form a “mental block” that prevents comprehensible input from being used for acquisition. In other words, when the filter is “up” it impedes language acquisition. On the other hand, positive affect is necessary, but not sufficient on its own for acquisition to take place.2. 2 The applications of Krashens theory2.2.1 Advantages of the language structure study According to Krashen, the study of the structure of the language has general educational advantages and values that high sc