应用语言学论文 第二语言习得对英语教学的影响Word文档格式.docx

1、As early as in the 1970 s many linguists and applied linguists had conducted extensive studies of second language acquisition （SLA）. These linguists called the acquisition of the mother tongue first language acquisition and the acquisition of other languages beyond the mother tongue second language

2、acquisition. The early SLA research was done for the purpose of improving language teaching, so people often classify these researches as the orientations of applied linguistics and foreign language teaching research. The researchers have been studying the cerebral surface features and the language

3、acquisition mechanism of the second language since the 1980 s; therefore, SLA has grown rapidly as an independent subject.In the SLA field the researchers have offered various theoretic models to explain the process of second language acquisition. The most influential theory, also the best explained

4、 one, is the Monitor Model put forth by American linguist S.D. Krashen, who built this model on his five famous hypotheses, namely, input hypothesis, acquisition and learning hypothesis, monitor hypothesis, natural order hypothesis and affective filter hypothesis. These five hypotheses make unique a

5、nd distinctive explanations of the process of second language acquisition. Input hypothesis, as the core of the Monitor Model, clearly tells us how language is acquired. As long as people understand the meaning of the words, they may acquire the language. This is the only way to learn language. Spea

6、king and writing are of no help to language acquisition; only listening is.Krashensaid as long as learners come across words which contain“comprehensible input”, language acquisition happens. Progress in language learning is achieved when the“comprehensible input”is slightly higher than the learners

7、 present ability in understanding the language.Acquisition-learning hypothesis points out that“acquisition” and “learning” represent two distinct ways of language learning. In “acquisition” , an unconscious process of learning, such as childrens acquisition of their mother tongue, the meaning of wor

8、ds is usually understood in the course of communication and the use of language is learned in an unconscious way,whereas“learning”is conscious and always acquires linguistic knowledge by means of learning the rules and forms of a language.If one acquires a language,they may not know the rules. Howev

9、er, if one learns a language,they must have a good command of rules.Langugae is at the center of human life. It is core of the most important ways of expressing ourselves. With the development of the society, it is not enough noly to be able to speak ones own native language. In a world there are va

10、rious languages. If youd like to take part in the life of the whole world you need t know more languages. So language learning and teachig are vital to the everyday lives of millions.Being an english teacher, I do understand students trouble in learning a foreign language. Fifty-minute class sometim

11、es seems to be an ordeal. The problem is that we do know “teaching” but do not know “learning”. That is an sqy we lack a theoy of language learining. So in the paper there are some concepts introduced such as learning and acquisition, foeign languae and second language and models of second language

12、learning. I try to find out an appropriate way of teaching in my oral class. The aim of my class is to wake the entusiasm of the students study. So I try to do create a natural and relaxed calss atmosphere to make students learn foreign language through acquirig them.Only the linguistic knowledge th

13、rough“acquisition”is helpful to the use of the language. The linguistic knowledge through learning, which is no help to the use of the language, can but monitor whether the words spoken are correct or not. As a result, the monitoring function of“learning”gives rise to the Monitor Hypothesis. The lea

14、rners always gain language acquisition through“Comprehensible Input”which is higher than their present linguistic comprehension, so their process of acquisition must follow a certain predictable order to master the linguistic rules, thus producing“Natural Order Hypothesis”. The differences in the ef

15、fect of language learning depends on learners and results from the psychological factors. The learners differences in motivation, attitude, confidence, etc., exert impact on the intake of“Comprehensible Input”and cause the differences in language acquisition.This is called the“Affective Filter Hypot

16、hesis”.As we know, we master a language chiefly through two approaches: one is acquisition and the other is learning. We acquire as we are exposed to natural second language input that is comprehensible. It goes much the same way as a child acquires his first languagewith no conscious attention to t

17、he language form. On the other hand, we learn in a conscious process of study and attention to form and rule learning. Krashen s Monitor Hypotheses holds the view that only acquired language is ready for natural and fluent communication. Native speakers rarely learn any rules but speak fluently whil

18、e learnerswho focus on learning rules often fail to apply them in real conversation.Language learning is suitable for linguistic monitor by way of using linguistic rules. Some people always check up the language they use with grammar so as to guarantee the correctness. This is called monitoring thro

19、ugh learning. With continuing language progress, the use of the monitoring function becomes less and less frequent.Through the learning of a language,we find that a natural language environment is better than conscious learning and language acquisition is much more important than language learning.T

20、his is clearly seen in children s mother tongue acquisition.Conscious learning, while enabling learners to understand the structure and grammar of the language, may also inhibit language acquisition. This can be judged from examples of many adults failure to learn English. Krashen s theory gives us

21、thehint that English should be acquired like children acquire their mother tongue. Then how can children succeed in using language? Although they are controlled to some extent in their language exposure, they are never consciously taught and they never learn consciously, either. But one thing we kno

22、w is that they communicate a lot with adults （usually parents） in authentic, situational language. Their ability in using language comes from countless subconscious communications like this. Therefore, lots of language teaching experts attempt to teach English with the method with which children acq

23、uire mother tongue. In recent years, a lot of applied linguists with Ellis as the representative figure have paid more attention to language teaching. Expounding systematically the relationship between SLA studies and language teaching, they have proposed the input hypothesis, output hypothesis, int

24、ake hypothesis and internal syllabus which are regarded as the theoretic bases that can revolutionize college English teaching.2. Interaction between Language Acquisition and Classroom InstructionTeaching practice without the guidance of theory is mostly blind and superficial. Learning, as a deep an

25、d reasonable scientific behavior, cannot do without the correct guidance of theory. Learning and teaching are closely interwoven, so are language acquisition and language teaching. Ellis calls it “ an educational approach” to link language acquisition research closely with language teaching, it is c

26、lear that, such as the “interaction” between“language input” and SLA, the discrepancy between“naturalistic acquisition”and instructed learning, and so on.2.1 The Role of Classroom Instruction in Language Learning in SLAFirst of all, the classroom teaching conducted by teachers is closely linked with

27、 the two forms of SLA: the“natural acquisition”and“classroom learning”, which are interwoven and both exercise great influences on SLA. Although we cannot draw a clear distinction between“acquired language”and “instructed language”, we can easily understand the connotations of“language acquisition o

28、f classroom teaching”and“language acquisition of non-classroom teaching”because the former is directly connected with classroom teaching. Ellis（1994） holds the view that the language acquisition through the second language teaching, whether by way of formal teaching or created conditions, will resul

29、t in the increase of natural acquisition in classroom in an indirect way. Obviously, the influence of classroom teaching on language acquisition is positive. Secondly, as early as in 1984, the linguists represented by Long had conducted experiments on the influence of classroom teaching on the effic

30、iency of language learning, the results of which support the viewpoint that classroom teaching benefits language acquisition.2.2 The Theoretic Guidance of SLA Theory for Classroom TeachingAccording to my many years teaching practice, some theoretic models proposed in the SLA research field are reall

31、y conducive to the improvement of classroom teaching quality, such as input hypothesis, output hypothesis and so on. Krashen （1982） proposes input hypothesis to explain the process of the birth of“acquisition”when learners receive language information input which are slightly deeper yet understandab

32、le. He takes the mentality that adults learning a second language will go through the same process of creative construction of language as children do acquiring their mother tongue. According to this hypothesis, the teacher should place students in the learning environment with the input and feedback of understandable information so as to let them“acquire”language. Furthermore, the teacher may apply this theory to the compilation of text-books and create diversified authentic language materials or establish a lively and realistic learning environment to augment comprehensible in