英语论文.docx

1、英语论文Thesis statement:：Practice can be roughly defined as the rehearsal of certain behaviours with the objective of consolidating learning and improving performance, and effective practice can help learners learn effectively.OutlineI. IntroductionII. The function of practice in the second languageA.L

2、earning a skillB.A good practice activityC.Sequence and progression in practiceIII.Acquisition in the second languageA.Comparisons with first language acquistionB.Sequences of acquisitionC.Process of acquisitionIV. Conclusion V. BibliographyThe Function Of Practice and Acquisition In The Second Lang

3、uageI. Introduction Second language acquisition(SLA) means the process of learning an additional language by someone who has already learned a native language, SLA research is a board-based and relatively new academic field, there has been much debate about exactly how second language is learned and

4、 there have been many theories of second language acquisition, but none has been accepted by all researchers. However, there are also various principle of second language acquisition that are agreed by all second language researchers. the relationship between second language teaching practice and wh

5、at is known about the process of second language acquisition is an old vexed question, but it seems reasonable to say that practice makes perfect. This thesis talk about the function of practice and acquisition in the second language.The first part is the function of practice, in this part,I emphasi

6、ze on a good practice activity, because it contribute significantly tosuccessful learning. The thesis lists several characteristics of effective practice,Which are important tips for language teaching.Through effective practices, students can consolidate their grammatical structure and improve liste

7、ning ,speaking, reading or writing fluency.The second part is acquisition, in this part, firstly, I compare second language acquisition with first language acquisition,from which we can conclude that it is good for children to learn a second language.Then is the sequences of acquisition.Last come to

8、 the emphasisthe process of acquisition, in this section,six principles of second language acquisition are listed, the first is input, output and interaction,input is of vital importance;output can help provide learners with feedback and help them to automatize their language knowledge; interaction

9、can help make input more comprehensible and push learners to modify.Then from the meaning,we can know that learners must be engaged in creating pragmatic meaning in order to develop fluency. Third point is conscious and subconscious knowledge,we can see developing subconscious knowledge is vital for

10、 fluency and practice at various aspects of language can lead to language knowledge becoming subconscious.The next two tips are individual variation and affective factors,uderstanding these factors,teachers can teach different students in different situation according to studentsindividual variation

11、. I hope teachers and learners can benefit from this thesis. II. The function of practicePractice can be roughly defined as the rehearsal of certain behaviours with the objective of consolidating learning and improving performance.Language learners can benefit from being told,and understanding,facts

12、 about the language only up to a point:ultimately,they have to acquire an intuitive,automatized knowledge which will enable ready and fluent comprehension and self-expression.And such knowledge is normally brought about through consolidation of learning through practice. This is true of first langua

13、ge acquisition as well as of second language learning in either immersion or formal classroom situations. Language learning has much in common with the learning of other skills,and it may be helpful at this point to think about what learning a skill entails.A.Learning a skillThe process of learning

14、a skill by means of a course of of instruction has been defined as a three-stage process:verbalization,automatization and autonomy.At the first stage the bit of the skill to be learned may be focussed on and defined in words-verbalized-as well as demonstrated. Thus in swimming the instructor will pr

15、obably both describe and show correct arm and leg movements;in language,the teacher may explain the meaning of a word or the rules about a grammatical structure as well as using them in context. Note that the verbalization may be elicited from learners rather than done by the teachar,and it may foll

16、ow trial attempts at performance which serve to pinpoint aspects of the skill that need learning. It roughly corresponds to presentation.The teacher then gets the learners to demonstrate the target behaviour, while monitoring their performance. At first they may do things wrong and need correcting i

17、n the form of further telling and demonstration; later they may do it right as long as they are thinking about it. At this point they start practising:performing the skilful behaviour again and again, usually in exercises suggested by the teacher, until they can get it right without thinking. At thi

18、s point they may be said to have automatized the behaviour, and are likely to forget how it was described verbally in the first place.Finally they take the set of behaviours they have mastered and begin to improve on their own, through further practice activity. They start to speed up performance, t

19、o perceive or creat new combinations, to do their own thing; theyare autonomous. Some people have called this stage production, but this I think is a misnomer for it involves reception as much as production, and is in fact simply a more advanced form of practice. Learners now have little need of a t

20、eacher except perhaps as a supportive or challenging colleague and are ready, or nearly ready, to perform as masters of the skill-or as teachers themselves.B.A good practice activityPractice, then, is the activity through which language skills and knowledge are consolidated and throughly mastered. A

21、s such, it is arguably the most important of all the stages of learning; hence the most important classroom activity of the teachers is to initiate and manage activities that provide students with opportunities for effective practice.Whether or not you think that organizing language practice is the

22、most important thing the teacher does in the classroom ,you will ,I hope, agree that it does contribute significantly to successful language learning, and therefore that it is worth devoting some thought to the effectiveness of classroom practice.Practice is usually carried out through procedures ca

23、lled exercises or activities. The latter term usually implies rather more learner activity and initiative than the former, but there is a large area of overlap: many procedures could be defined by either. Exercises and activities may, of course, relate to any aspect of language: their goal may be th

24、e consolidation of the learning of a grammatical structure, for example, or the improvement of listening, speaking, reading or writing fluency, or the memorization of vocabulary，next,lets talk about characteristics of effective practice.1.ValidityThe activity should activate learners primarily in th

25、e skill or material it purports to practise.This is an obvious principle that is surprisingly ofter violated. Many speakingactivities, for example, have learners listening to the teacher more than talking themselves. Note that validitydoes not necessarily imply that the language should be used for s

26、ome kind of replication of real-life communication. Pronunciation drills and vocabulary practice, for exanple, may also be valid if they in fact serve primarily to rehearse and improve the items to be practised.2.Pre-learningThe learners should have a good preliminary grasp of the language they are

27、required to practise,though they may only be able to produce or understand it slowly and after thought. If they are repuired to do a practice activity based on something they have not yet begun to learn, they will either not be able to do it at all, or will produce unsuccessful responses. In either

28、case the activity will have been fairly useless in providing practice: its main function, in fact, will have been as a diagnostic test, enabling the teacher to identify and teach language the learners do not know. If, however, they can-however hesitantlyproduce successful responses, they have a firm

29、 basis for further effective practice of the target language material.3.VolumeRoughly speaking, the more language the learners actually engage with during the activity, the more practice in it they will get. If the lesson time available for the activity is seen as a container, then this should be fi

30、lled with as much volume of language as possible. Time during which earners are not engaging with the language being practiced for whatever reasom(because nothing is being demanded of them at the moment, or because they are using their mother tongue, or because they are occupied with classroom manag

31、ement or organizational processes, or because of some distraction or disgression) is time wasted as far as the practice activity is concerned.4.Success-orientationOn the whole, we consolidate learning by doing things right. Continued inaccurate or unacceptable performance results only in fossilizati

32、on of mistakes and general discouragement. It is therefore important to select, design and administer practice activities in such a way that learners are likely to succeed in doing the task, Repeated successful performance is likely to result in effective automotization of whatever is being performed, as well as reinforcing the learners self-image as successful language learners and encouraging them to take up firther challenges. Success, incidentally, does not necessarily mean perfection! A class may engage successfully with language practice in groups, where mistakes do occ