英语专业毕业论文影响第二语言习得的主要因素.docx
- 文档编号:25065557
- 上传时间:2023-06-04
- 格式:DOCX
- 页数:13
- 大小:26.35KB
英语专业毕业论文影响第二语言习得的主要因素.docx
《英语专业毕业论文影响第二语言习得的主要因素.docx》由会员分享,可在线阅读,更多相关《英语专业毕业论文影响第二语言习得的主要因素.docx(13页珍藏版)》请在冰豆网上搜索。
英语专业毕业论文影响第二语言习得的主要因素
MainFactorsInfluencingSecondLanguageAcquisition
题目
影响第二语言习得的主要因素
Acknowledgements
Thanksforgivingmethischancetoachievethispaperandtomaketheconclusionformyfouryears’education.Throughwritingthispaper,IhavegainedmoreknowledgethanIsupposed.
Mysincerethanksareduetomysupervisor,Mis.HuXiaorongforhelpingmetoclarifymythoughtandsharpenmythinking.
Here,Ialsowanttogivemythankstootherteachersandmyclassmentswhogavememuchhelp.Thankyou!
Abstract
Withthedevelopmentoflanguage,peoplegraduallypaymoreattentiontothesecondlanguageacquisition.Thispapermainlymakesanalysisofthefactorsthataffectthesecondlanguageacquisitionandillustratestheindividualdifferencesandsocialenvironmentandananlyzesproblemsanddevelopingtrends.Thefactorsplayacrucialroleinthesecondlanguageacquisitionlearning,andbecomeanintegralinthesecondlanguageacquisition.
KeyWords:
SecondLanguageAcquisition;Factors;Age;SocialEnvironment
摘要
随着语言的发展,第二语言的习得逐渐被人们所重视和研究。
本文在对影响第二语习得的因素的主要研究成果进行分析和比较之余,着重从学习者个体差异中的年龄和外在因素的社会环境两个方面进行分析。
浅要分析了其中的问题或发展趋势。
由于他们在第二语习得的学习中起着至关重要的作用,并已成为第二语习得模式不可或缺的一部分,因此本文的分析对第二语习得的学习有着实际的指导意义。
关键词:
二语习得;影响因素;年龄;社会环境
Contents
1.Introduction1
1.1BackgroundofSecondLanguageAcquisition1
1.2TheImportanceoftheStudySecondLanguageAcquisition2
2.TheMainFactorsontheSecondLanguageAcquisition2
2.1Age2
2.2SocialFactors5
2.2.1SeondLanguageProficiencyandParentalOccupation7
2.2.2SecondLanguageProficiencyandParentalEconomicStatus7
3.Conclusion10
Bibliography12
MainFactorsInfluencingSecondLanguageAcquisition
1.Introduction
Withthedevelopmentofglobalization,today’sinterculturalencountersarebecomingmoreandmoreabundantandsignificant.Wecannowgoanywhereintheworldnomatterofhours,andtherealityofaglobaleconomymakestoday’scontactsfarmorecommonplacethaninanyothertimeoftheworld’shistory.Butwhateverwedo,languageisatthecenteroftheencounter.Whenwedointerculturalcommunication,asecondorforeignlanguageisusuallynecessary.InChina,likeelsewhereintheworld,knowingantherlanguage,Englishinmostcases,maymean:
gettingadecentjob;achancetogetbettereducation;theabilitytotakeafullerpartoflifeortheopportunitytogoabroad;anexpansionofone’shorizonsinliterature,culture,scienceortechnology.Itaffectspeople’scareersandpossiblefutures.Indeed,whathedemandsistolearnEnglishthattherearenowfarmorestudentsofEnglishinChinathantherearenativespeakersofEnglishacrosstheworld.Englishlearningandteachingis,inshort,oneofChina’sgreatestgrowthindustries.TherearemanyresearchonSecondLanguageAcquisition.
1.1BackgroundofSecondLanguageAcquisition
ChinesestudentswholearnEnglishusuallyspend,fromprimaryschooltouniversity,morethantenyearslearningthelanguage.Suchalongtimeendeavordrasticallyaffectstheirexposuretoothercoursesinacademicfields,evenaffectingtheirall-rounddevelopment.Whatisworse,aftersuchalongtime,itishardtosaythatalotofstudentshaveacquiredtheEnglishskillseffectively,especiallythoseofliteningandspeaking."Consumingtoomuchwhileachievingsolittle”isatruepictureoflearningEnglishinmostareasofthecountry.Asstatisticsshow,72,6%ofcollegegraduatescannotspeakEnglishintheirdailyconversationafter8to10year’sstudyoflanguage.
Therearemanyfactorsaffectsecondlanguageacquisition,suchasone'smothertongue,culture,age,individualvariable,socialfactorandprovincialkeyinstitutionsofhighereducationandsoon.Hencemuchconcernfromtheeducationaladministrations,theschoolauthoritiesandEnglishlanguageteachers,linguistsandresearcheshasbeengiven.Itisarguedthatit'sbecauseofthelackofEnglishlearning.Thenegativeinfluenceofthetraditionaleducationsystemtendstoproduceexamination-orientedlearnerswhoareof“highgrades,butlowabilities”.Andduetothetraditionalteacher-centeredapproaches,thestudents,accustomedtobeingspoon-fed,areoftentreatedasthepassiverecipientsoflinguisticknowledge.Recentyears,however,therehasbeingthemostfundamentalchangeinL2acquisitionresearchers,whichhasbeenashiftfromconcernwiththeteacher,thetextbookandmethodtoaninterestinthelearnerandtheacquisitionprocesses,Asisknown,itisthelearnerswhoareinternalfactorsthatplaythemainroleinthelearningprocessratherthantheteacherswhoareexternalfactors.
1.2TheImportantoftheStudySecondLanguageAcquisition
Onthebasisofotherresearches,thispaperwilltrytouseanewandmoreprofessionalmethod,toanalysetheaffectinsecondlanguageacquisitionfromtwoaspects:
ageandsocialfactors.Inthefirstpart,thepaperexpressthebackgroundinformationandimportantofthestudyoftheresearch.Thenthepapermainlyanalysethefactorfromtwoaspects:
ageandsocialfactors.Inthispart,thepapertrytomakeadetailandspecificexplanationtothereason.
2.TheMainFactorontheSecondLanguageAcquisition
2.1Age
ThereareagooddealofcomprehensivereviewsoftheSLAliteraturedealingwithage.Atfirstsight,theSLageresultslookchaotic,somestudiesappearingtoshowchildsuperiority,somefavouringadults.Thereisaprevailingbeliefthatchildrenaregoodatthesecondlanguage(L2)learning.Itisbasedonmanypeople’sexperiencethatchildrenwhoimmigratetoaforeignenvironmentareabletolearnthelanguagemoreeasilyandquicklythantheirparents.Itseemsthatchildrencanachieveanative-likeleveleasily,whileadultsstudyhardanddiligentlyforyearsonlytofindthattheresultsareunsatisfactory.Itseemsthatchildrenareintrainsicallybetterlearners.Butthisassumptionhasnotbeenconfirmedbyallresearchersinthisfield.Onthecontrary,alotofevidencesprovethattheorlderchildrengrowthemoreeffectivelytheylearnandthatteenagersareprobablythebestlearners(Ellis,1994:
484-94).Theonlyexceptionmightbepronunciation,whichislearnedmoreeasilybyyoungerchildren.Buttherearestillsomeevidencestosupportthefactthatadultscanalsolearnnative-likepronunciation.Someresearchershavearguedfortheexistenceofa‘criticalperiod’inL2learning.Theydenythatalearnerwillhavemuchmoredifficultyinlearningaforeignlanguageifhe/shehaspassedtheoptimumperiod.Oyamastudied60Italianmaleimmigrantswhosearrivalageisbetween6and20,wholiveinAmericanabout5to18years.Theresearchindicatesthatthechildrenwhoseageisunder12immigrantintheUSAcanhavethesamelanguageabilityasthenativeAmerican.ThelengthofresidenceofimmigrantslearningEnglishinAmericanrelatedlesstotheSLA,buttheageofimmigrantshaveanimportantfactontheSLA.
Payne,Oyama,ectfoundthatitcanbeexplainedbythecriticalperiodhypothesis,thecriticalperodhypothesisshowsthatthereisaperiodhypothesis.Thecriticalperiodhypothesisstatesthatthereisaperiodwhenlanguageacquisitiontakesplacenaturalyandeffortlessly.PenfieldandRoberts(1959)arguedthattheperfectageforlanguageacquisitionisthefirsttenyearsoflife.Duringthistimethebrainretainsplastiity,butwiththeonsetofpubertythisplasticitybeginstodisappear.Theythinkthatthiswastheresultofthelateralizationofthelanguagefunctionofthelefthemisphereinthebrain.Theneurologicalcapacityofunderstandingandproducinglanguagethatprimarylyinvolvesbothhemispheresofthebrain,isslowlyconcentratedinthelefthemisphereformanypeople.Theincreaseddifficultywhicholderlearnerssupposedlyexperencewasseenasadirectresultofthisneurologicalchange.
AsecondgeneralizationmadebyKrashenetal.isthatolderchildrenacquiremorefasterthanyounger(agininarlystagesofmorphologicalandsynatacticdevelopmentwheretimeandexposureareheldconstant).Representativeresultsarethoseby(RosamnMitchellet,al:
1998,145-146).Ektrandstudied2,189eight-toseventeen-year-oldslearningSwedishasaSLoveratwo-yearperiod.Hefoundalinearimprovementwithage,andthatolderchildrenperformedbetterthanyoungerchildrenonmeasuresoflisteningcomprehension,reading,freewriting,pronunciationandspeaking.InananalogousESLstudy,Fathmanstudied200childrenagedeighttofifteen,livedintheUSAfromonetothreeyears,assessingtheirEnglishmorphology,syntaxandpronunciationusingtheSLOPE(apicture-cuedsentence-completiontest)andapicture-descriptiontask.Eleven-tofifteen-year-oldsoutperformedsixtoten-year-oldsonmorphologytheyoungergroupdidbetteronpronunciation.SimilarfindingsregardingthesuperiorityofolderlearnersonrulegovernedaspectsoflanguagearereportedbyErvin-Tripp(1974),chun(1978),SnowandHoefnagel-Hohle(1978),andHarley(1986).
AnnFathmanmadeastudyin1982toexaminetherelationshipbetweencertainaspectsofthesecondlanguageacquisitionprocessandagethroughonoralproductiontest.Thesubjectsforthisstudywere200children(aged6to15)fromdiverselanguagebackgroundswhowerelearningEnglishasasecondlanguageinpublicschools.Theresultsindicatedthatthereissomerelationshipbetweenageandratelearning.TheolderchildrenperformedbetterintheproductionofcorrectmorphologicalandsyntacticstructureswhereastheyoungerchildrenweresuperiorintheuseofcorrectEnglishpronunciation.
RateandsuccessofSLAappartobemainlyinfluencedbytheageofthelearner.Hererateisconcerned,thereisevidencetosuggestthatolder
- 配套讲稿:
如PPT文件的首页显示word图标,表示该PPT已包含配套word讲稿。双击word图标可打开word文档。
- 特殊限制:
部分文档作品中含有的国旗、国徽等图片,仅作为作品整体效果示例展示,禁止商用。设计者仅对作品中独创性部分享有著作权。
- 关 键 词:
- 英语专业 毕业论文 影响 第二语言 习得 主要因素
![提示](https://static.bdocx.com/images/bang_tan.gif)