情感因素二语习得论文文档格式.docx
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情感因素二语习得论文文档格式.docx
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Thepaperpaysattentiononthreequestions:
1.Whatareaffectivefactorsconsistedof?
2.Howdotheseaffectivefactorsinfluencesecondlanguageacquisition?
3.Howtodealwiththeirnegativeinfluences?
Accordingtothestudy,we’llfindit’ssignificanttocombinetheaffectivefactorswithsecondlanguagelearning.
ChapterⅡ.Literaturereview
Secondlanguageacquisitionresearchcanbetracedbacktothelate1960sandearly70s.Publishedin1967,itisgenerallybelievedS.P.CorderofThesignificanceoflearner'
serrorsinSelinker1972andInterlanguagepublishedtwoarticlesisThebeginningofThefield.Thirtyyears,globalvigorousdevelopmentofsecondlanguageacquisitionresearch.SecondlanguageacquisitionresearchofChinastartsrelativelylate,beganintheearly1980s.Since1984,LuJianqitosecondlanguagelearners'
language"
mistake"
andtheconceptof"
interlanguage"
intothefieldofteachingChineseasaforeignlanguage,hasahistoryofmorethan20yearsuptonow.
Secondlanguageacquisitioninvolveslinguistics,languageteaching,neurolinguistics,psycholinguistics,andmanyotherdisciplines.AsEllis(1994)inevaluatingthedevelopmentofsecondlanguageacquisitionresearch,pointsout,"
thesecondlanguageacquisitionresearchhasbecomeverywidelyinthefieldofdisciplines.Atthesametime,tosomeextent,thesubjecthasbecomeaveryambiguitybetweenareaofresearch."
G.,WangLifei(2004)pointedoutthatthesecondlanguageacquisitionmainlyinvolvesthreeareas:
interlanguageresearch;
Learners'
internalfactors;
externalfactorsresearch.China'
ssecondlanguageacquisitionresearchisroughlydividedintothreestages:
(1)ofthe80sChineselanguageacquisitionresearch.Intheearly80s,Chineselanguageacquisitionresearchhasnotcausedenoughattention.Researchfocusforerroranalysis,basicallyisbasedonthelearner'
serrorsandonthebasisofthecontrastbetweenthetargetlanguage,whichbasedontheresultsoferroranalysisisdifficulttostudyofthelearner'
sacquisitionprocess,difficulttoexplainChinesecomplexcausesoferrors.SuchasLuJianqi(1984),r.c.Gardner(1989),etc.
(2)ofthe90sChineselanguageacquisitionresearch.Inthe90sChineselanguageacquisitionresearchhasdrawngreatattentionoftheworldofChineseasaforeignlanguage.Thisperiod,Chineseresearchmainlyinthreeaspects:
namely,errorsanalysis,interlanguagestudy,theacquisitionprocess.AlongwiththecontinuouslyintroducethetheoryofsecondlanguageacquisitionresearchandthedevelopmentoftheChineselanguageacquisitionresearch,inthe90sChineseacquisitionprocessgraduallyformedanewresearchfield,whichisbasedonthecharacteristicsofChinesestudy.Suchasde-kunsun(1993),LuJianqi(1993),LvBisong(1993),DaiManchun(1994),etc.(3)inthe90saftertheChineselanguageacquisitionresearch.Inthelate90s,researchonsecondlanguagelearners'
languagesystemmainlyincludestwoaspects,oneistheerroranalysis,thesecondisaboutthestudyoftheinterlanguage.ChineselanguageacquisitionprocessresearchisstillthemainresearchfieldofChineseacquisition.AnewfieldofChineselanguageacquisitionresearchisaboutthestudyoflearneritselfaswellasChineselanguagecognitionstudy.SuchasJiangXin(1998),LiuZhaoxing(2001),DaiManchun(2000),ChengZhaohui(1997),ShiDingguo,WanYexing(1998),ZhuZhiping,HaLina(1999).
ChapterⅢ.Theory
Insecondlanguageacquisition,thereareseveralhypotheseswhichareconnectedwithaffectivefactorsclosely.
1.1Filterhypothesis
Filter:
leanersdonotnecessarilyattendtoalltheinputtheyareexposedto.Rathertheyattendtosomefeatures,but‘filter’othersout.Dulayetal.(1982)suggestthattheuseofthefilterdependsuponaffectivefactorssuchastheleaners’motives,attitudesandemotions.
Filterhypothesis:
itwascomeupbyKrashen.Hethinksthatsomelearnerswhohaveaffectivebarriermakefulluseofunderstandinginput.Duringsecondlanguageacquisition,if‘affectivefilter’isstronger,languageinputwillgointotheinherentlanguageacquisitionmechanismofbrainuneasily,andthenwillaffectlanguageacquisition.Whereas,if‘affectivefilter’isweakerandlanguageinputisunderstanding,languageinputcangointolanguageacquisitionmechanismofbrainsmoothly,sothelanguageacquisitionwillappear.Therefore,learnersshouldlower‘affectivefilter’ifwanttolearnsecondlanguagebetter.
1.2LanguageinputhypothesisandLanguageoutputhypothesis
Input:
thesamplesoforalandwrittenlanguagealearnerisexposedtowhilelearningorusingaparticularL2.InputHypothesisstatesthathumanacquirelanguageinonlyoneway---byunderstandingmessagesorbyreceiving“comprehensibleinput”.IntheInputHypothesis,Krashenclaimsthatlanguageisacquiredthroughlanguageinput.Thatis,L2acquisitiontakesplacewhenalearnerunderstandsinputthatcontainsgrammaticalformsthatareati+I(i.e.arealittlemoreadvancedthanthecurrentstateofthelearner’sinterlanguage).Hesuggeststhattherightlevelofinputisattainedautomaticallywheninterlocutorssucceedinmakingthemselvesunderstoodincommunication.Inthistheory,twomethodsofmasteringalanguagearedistinguished:
acquisitionandlearning.Acquisitionmeansthatthelearnerspickupthelanguagebypracticalcommunicationandmakeuseofthelanguagecorrectlyinunconsciousway;
learningmeansthatthelearnersareconscioustostudyalanguageandunderstandthelanguage.Therefore,thelearnersshouldbeinacircumstancewithfeedbackandtouchagreatdealofcomprehensibleinputsoastostimulatetheirlanguageacquisition.Therearefourconditionsfortheoptimalinput:
comprehensible,interestingandrelevant,notform-focused,quantitative.Inthesesituations,ifthelearnerscanholdpositiveattitudes,andiftheyhavegreatinterest,theywillgettwicetheresultwithhalftheeffort.
Output:
thelearnersmakeuseoflanguageknowledgeandskillstheyhavemasteredtopracticeandproducecomprehensibleoutputinordertoattainthegoalofcommunication.Wellsdefinesthismode“collaborativeactivity”oflanguageoutput、languageinformationreceivingandlanguagecircumstances.Fromthis,wehaverealizedtheimportanceofthelearners’internalmechanismofencouragement.Consequently,thelearners’interestandmotivationplayagreatroleinsecondlanguagelearning.
1.3Hypothesisaboutextroversionandintroversion
Oneoftheintuitivelyappealinghypothesesthathasbeeninvestigatedisthatextrovertedlearnerslearnmorerapidlyandaremoresuccessfulthanintrovertedlearners.IthasbeensuggestedthatextrovertedlearnerswillfinditeasiertomakecontactwithotherusersofL2andthereforewillobtainmoreinput.Krashenarguesthatanoutgoingpersonalitymaycontributeto‘acquisition’.TheclassroomlearnermayalsobenefitfrombeingextrovertedbygettingmorepracticeinusingtheL2.Theresearchresultslendonlypartialsupporttothishypothesis.Naimanetalfoundnosignificantrelationshipbetweenextroversionandintroversionandproficiency.
ChapterⅣ.Analysis
4.1Motivation
Motivationisatermwhichoccursinthediscussionofsecondratherthanfirstlanguagelearning.Ithasbeenlargelyacceptedthatmotivationisoneofthemostimportantfactorswhichmaycontributetothesuccessinsecondlanguagelearning.Browndiscovereditissupportedbyman’sneedsafteraseriesofexperiments.
Theconceptofmotivationisconcernedwiththequestion‘Whydoesanorganismbehaveasitdoes?
’Whenstatethatanindividualismotivated,weinferthisonthebasisoftwoclassesofobservations.First,theindividualdisplayssomegoal-directedactivity,andsecond,thatpersonexpendssomeeffort.Moreover,questioningthepersonwouldshowadesireor‘want’forthegoalinquestionandfavorableattitudestowardtheactivityoflearningthelanguage.Inshort,motivationinvolvesfouraspects,agoal,effortfulbehavior,adesiretoattainthegoalandfavorableattitudestowardtheactivityinquestion.AsOxfordEhmanmaintain:
“Theexternalorbehavior
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