assignment 1 自动保存的.docx

1、assignment 1 自动保存的Analytical narrative of yourself as second language learnerI am an international student who comes from China; the position of English is a foreign language in there. So it is different between China and Malaysia. In Malaysia, as we known English acts a role of second language for

2、Malaysian. And the English system for us is following the American English, but English system of Malaysia is Britain English. It means that some parts of English vocabularies and pronunciations are totally different.对第二语言这个术语有广义和狭义的两种不同理解，广义的理解通常指母语以外的另外一种语言，狭义的理解特指双语或者多语环境中母语以外的另一门语言，能常是指在本国有与母语同等

3、或更重要地位的一种语言。在这个意义上，它和外语是不同的，外语一般指在本国之外使用或学习的语言，学习者一般是在课堂上学习这种语言。There are different definitions between second language and foreign language. For second language, it has two different definitions, they are generalization and specialization. For the generalization one, it is a language different from

4、 mother tongue. And in the other hand, the specialization is meaning that bilingual or in a multilingual environment exists another language besides the mother tongue, and this kind of language has the equal position as the native language or more important than native language. It has different sen

5、se of foreign language; foreign language means that learners only learn it in the class, and this language uses or learns out of native country. I have special experiences of learning English, in the past I studied in China until 17 ages of mine, I learned English as foreign language, I just learned

6、 my English in the class time, the teacher taught us used the ways were quite boring and dull. The ways are like that we read the words after teacher speaking and it just for our practicing our pronunciation；sometimes，we learned the pronunciation of words from recorded tape. For memorizing the vocab

7、ularies, we force ourselves to memorize, so we written down words page after page, we are not good at communicating because we are no more chances to communicate with others, we lose the skill to communication. Even thought, we learn English are not for our interest, our main intention is that just

8、want to pass the exam, at least for me, I am the special case one. Now I am a student of TESL, even though, I am not a learner who regards English as my second language, but I have learnt English as foreign language since year 3 of primary school until now and I am still learning and studying it. I

9、think my experiences of learning English is quite similar as people who regard English as second language. Then later I will show my some experiences that I have for you and compare with second language learners if they are having same problems as me. 一些研究者认为，语言的习得过程有别于语言的学习过程。比如美国语言学家克拉申(S. D. Kras

10、hen)在二十世纪七十年代提出“语言习得”理论时就指出，人们掌握某一种语言采取的方式主要有两种：一种是习得(acquisition),另外一种是学习(learning)。Some researchers think that the process of language acquisition is different from the process of learning language. for instance, the American lingual expert S.D.Krashen indicated that people master in a kinds of la

11、nguage always use two means to gain：one type is acquisition and the another is learning when he came out the language acquisition theory in 1970s. 语言习得指学习者通过大量接触和使用目标语和使用目标语而潜意识地学会一种语言的某个方面或整个语言的过程或者结果。学习则是学习者为了掌握目标语有意识地学习和研究目标语。在这一过程中，语言形式是学习的核心。人们通常把习得与母语联系在一起,因为母语通常都是习得的而不是学习的。同时人们通常把学习和外语联系在一起。第

12、二语言（狭义的）的掌握可能是习得的，也可能是学习的。Language acquisition is that learners through touching and using target language and then learn a part aspect of a language or the whole processes of a language or the results of a language unconsciously. Learning is like that learners in order to master in the target langu

13、age consciously and study target language. During this, the pattern of studying is the core. People always connect acquisition and mother tongue together, because that mother tongue is gaining from acquisition and is not by learning. Meanwhile, people usually link learning and foreign language toget

14、her. To master in second language, may gain from acquisition or learning. Krashen(1981)认为要真正的掌握外语，靠学习是不行的，习得是外语学习者掌握外语的唯一渠道,习得只存在自然的语言环境中才能产生;学习作为有意识地对语法规则的学习和训练,不可能导致习得。然而,纵观二语习得研究的历史,我们发现不同的研究者对此持不同的观点。比如有的人认为两者之间没有实质性的差别。Krashen (1981) points that to master in a foreign language really, only depe

15、nds on learning is not enough, acquisition is the only method to master, and acquisition only occurs and exists in a natural language environment, learning is a way learners are conscious to learn the rules of language and practice, but learning cannot cause acquisition. However, looking at the hist

16、ory of study second language acquisition, we can observe that different researchers have their own opinions. For example, there are no substantive differences between acquisition and learning.对于我们中国学生来说， 学习英文就是学习的过程。我们是有意识的去学习英文，按照英文的规则进行写作，对话。我们只有在课堂上 老师会提供机会去用英文交流 但是交流的过程很生硬 只是按照课本上提供的资料读出来。而且老师是用

17、中文去教我们英文，所以我们很难去使用英文。对于我们记英文单词 就是反复的抄写 然后强迫自己记住脑海中。For my experiences of learning English in China, most Chinese students are like me to learn English. The way which we study English is learning, it is not acquisition. Chinese students are conscious to study English, and they are following the langu

18、age rules for writing, speaking and etc. during the English class, teacher will provide opportunities for students to communicate. But the process of communication is stilted; the sentence of dialogue is according to the text book. And teacher will speak students in Chinese for teaching, so students

19、 are difficult to use English. For students memorizing vocabulary is repeating the words again and again, forcing themselves to remember them into their brain. I am used to using English in my daily life, and studying in English gradually, but it is still quite hard for me, because of my special bac

20、kground, because I did not use English very often and frequently in the past. Stern(1983)指出,两个指的是同一个概念,区分习得和学习没有任何理论意义。Stern (1983) pointed out that both of them are the same concept, differing acquisition and learning do not have any theoretic meanings. But for me, I think it is good for me to stud

21、y English as second language, because I understand the differences of two of them at least. And I can be clearer to learn. 二语习得研究的倡导者Corder(1977)也曾宣称,二语学习是第一语言习得的延伸。他说,很多人是用学习第一语言的方法来学习外语的。Corder(1977) who was exponent of second language acquisition pointed out that second language learning is exten

22、ding from first language acquisition. He said that most of people study foreign language by using the ways they learned first language. And I also can proof this view from my experiences of learning Chinese; I have learnt my first language from infant until now but some of details I cannot remember

23、clearly. But I still can remember that when I was primary student how did Chinese teacher to teach me. We repeated what teacher read to us for memorizing the pronunciation of words, for remembering the structure of words we written down the words page after page, so that we could know how to use Chi

24、nese in our daily life. For my previous experiences of learning English in China, the ways we learned English was same as we learned my first language. I have mentioned before, we also repeated after teacher reading, written down the target words again and again until we remember. But for learning E

25、nglish, a lot of students were not willing to learn, because they thought that English is not useful in life, due to we always use Chinese in life and there is no place for us to practice English. There are lots of excuses for them to do not want to study English. Meanwhile, the ways those teachers

26、taught were very dull so that students could not be interested in learning English. 在第二语言或者说外语的学习中，区分二者从理论上看是合理的。克拉申曾提出了一种监控假说，认为通过“习得”而掌握某种语言的人，能够轻松流利地使用该语言进行交流；而通过“学习”而掌握某种语言的人，只能运用该语言的规则进行语言的监控。有的人在运用语言时，总是用语法来进行核对,以保证不出错误,这就是所谓通过学习来进行监控的。随着语言水平的不断提高，这种监控的使用会逐渐越来越少。In the learning process of seco

27、nd language or foreign language, distinguishing them from theories is possible. Krashen pointed out The Monitor Hypothesis, it thinks that people who master in a language through acquisition, and they can easily use language for communicating; but people who master in a language from learning, they

28、only can use the rules of language to communicate. Some of people using language, they always use grammars to check, in order to make sure do not make mistakes. This is called through monitoring to learn. With the language standards improve gradually, that way will be decreased asymptotically. I am

29、also using English like that, while I talking to other I have to more focus on the grammar rules than my utterances. Because I am afraid of making mistakes and scared people who are talking to me will not understand me. I think it is hard to be improved.通过语言学习过程和途径的分析，我们发现，“习得”方式比“学习”方式显得更为重要。因为，自然的

30、吸收能够使学习者更易于掌握某一门语言，这一点我们可以从幼儿习得母语的过程中得知。有意识的学习只能使学习者了解所学的这门语言，这一点我们可以从成年人学习外语的众多不成功的事例中得知。区别习得和学习会提醒我们，二语学习就应该像幼儿习得母语一样。那么这些幼儿是如何成为使用语言的成功者的呢？尽管他们所接受的语言是有一定控制的，但是他们从来不是有意识地被人教过，也不是有意识地学习过。他们和成年人（通常是父母）进行的大量语言交流活动是伴随着真实情景交流的语言。他们使用语言的能力来自于无数次下意识的这样的语言交流。Through the analysis of the process and method

31、of learning English, we can find that “acquisition” seems more important than “learning”. Because learners absorb knowledge naturally, it is easy for learners to master in a language, we can realize this opinion from the process of infants learn their own mother tongue. People who are conscious to l

32、earn target language only reach the knowing level of target language, in that view we can get from a lot of examples of adults who are unsuccessful to learn English. To distinguish the differences of acquisition and learning will mention us that learn second language acquisition shall like the infan

33、ts learn their mother tongue. So, how do those of infants be successful in learning language? Even though, the language in which they touch will be controlled, but they are not taught by people consciously and they are also not learning language consciously. The abilities of them using language are coming from numerous attempts l