应用语言学论文 第二语言习得对英语教学的影响.docx

应用语言学论文 第二语言习得对英语教学的影响.docx

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应用语言学论文第二语言习得对英语教学的影响

1.TheEnlightenmentofSLATheorytoLanguageTeaching

Asearlyasinthe1970smanylinguistsandappliedlinguistshadconductedextensivestudiesofsecondlanguageacquisition（SLA）.Theselinguistscalledtheacquisitionofthemothertonguefirstlanguageacquisitionandtheacquisitionofotherlanguagesbeyondthemothertonguesecondlanguageacquisition.TheearlySLAresearchwasdoneforthepurposeofimprovinglanguageteaching,sopeopleoftenclassifytheseresearchesastheorientationsofappliedlinguisticsandforeignlanguageteachingresearch.Theresearchershavebeenstudyingthecerebralsurfacefeaturesandthelanguageacquisitionmechanismofthesecondlanguagesincethe1980s;therefore,SLAhasgrownrapidlyasanindependentsubject.

IntheSLAfieldtheresearchershaveofferedvarioustheoreticmodelstoexplaintheprocessofsecondlanguageacquisition.Themostinfluentialtheory,alsothebestexplainedone,istheMonitorModelputforthbyAmericanlinguistS.D.Krashen,whobuiltthismodelonhisfivefamoushypotheses,namely,inputhypothesis,acquisitionandlearninghypothesis,monitorhypothesis,naturalorderhypothesisandaffectivefilterhypothesis.Thesefivehypothesesmakeuniqueanddistinctiveexplanationsoftheprocessofsecondlanguageacquisition.Inputhypothesis,asthecoreoftheMonitorModel,clearlytellsushowlanguageisacquired.Aslongaspeopleunderstandthemeaningofthewords,theymayacquirethelanguage.Thisistheonlywaytolearnlanguage.Speakingandwritingareofnohelptolanguageacquisition;onlylisteningis.Krashensaidaslongaslearnerscomeacrosswordswhichcontain“comprehensibleinput”,languageacquisitionhappens.Progressinlanguagelearningisachievedwhenthe“comprehensibleinput”isslightlyhigherthanthelearnerspresentabilityinunderstandingthelanguage.

Acquisition-learninghypothesispointsoutthat“acquisition”and“learning”representtwodistinctwaysoflanguagelearning.In“acquisition”,anunconsciousprocessoflearning,suchaschildren’sacquisitionoftheirmothertongue,themeaningofwordsisusuallyunderstoodinthecourseofcommunicationandtheuse

oflanguageislearnedinanunconsciousway,whereas“learning”isconsciousandalwaysacquireslinguisticknowledgebymeansoflearningtherulesandformsofalanguage.Ifoneacquiresalanguage,theymaynotknowtherules.However,ifonelearnsalanguage,theymusthaveagoodcommandofrules.

Langugaeisatthecenterofhumanlife.Itiscoreofthemostimportantwaysofexpressingourselves.Withthedevelopmentofthesociety,itisnotenoughnolytobeabletospeakone’sownnativelanguage.Inaworldtherearevariouslanguages.Ifyou’dliketotakepartinthelifeofthewholeworldyouneedtknowmorelanguages.Solanguagelearningandteachigarevitaltotheeverydaylivesofmillions.Beinganenglishteacher,Idounderstandstudent’stroubleinlearningaforeignlanguage.Fifty-minuteclasssometimesseemstobeanordeal.Theproblemisthatwedoknow“teaching”butdonotknow“learning”.Thatisansqywelackatheoyoflanguagelearining.Sointhepapertherearesomeconceptsintroducedsuchaslearningandacquisition,foeignlanguaeandsecondlanguageandmodelsofsecondlanguagelearning.Itrytofindoutanappropriatewayofteachinginmyoralclass.Theaimofmyclassistowaketheentusiasmofthestudents’study.SoItrytodocreateanaturalandrelaxedcalssatmospheretomakestudentslearnforeignlanguagethroughacquirigthem.

Onlythelinguisticknowledgethrough“acquisition”ishelpfultotheuseofthelanguage.Thelinguisticknowledgethroughlearning,whichisnohelptotheuseofthelanguage,canbutmonitorwhetherthewordsspokenarecorrectornot.Asaresult,themonitoringfunctionof“learning”givesrisetotheMonitorHypothesis.Thelearnersalwaysgainlanguageacquisitionthrough“ComprehensibleInput”whichishigherthantheirpresentlinguisticcomprehension,sotheirprocessofacquisitionmustfollowacertainpredictableordertomasterthelinguisticrules,thusproducing“NaturalOrderHypothesis”.Thedifferencesintheeffectoflanguagelearningdependsonlearnersandresultsfromthepsychologicalfactors.Thelearnersdifferencesinmotivation,attitude,confidence,etc.,exertimpactontheintakeof“ComprehensibleInput”andcausethedifferencesinlanguageacquisition.Thisiscalledthe“AffectiveFilterHypothesis”.

Asweknow,wemasteralanguagechieflythroughtwoapproaches:

oneisacquisitionandtheotherislearning.Weacquireasweareexposedtonaturalsecondlanguageinputthatiscomprehensible.Itgoesmuchthesamewayasachildacquireshisfirstlanguage—withnoconsciousattentiontothelanguageform.Ontheotherhand,welearninaconsciousprocessofstudyandattentiontoformandrulelearning.KrashensMonitorHypothesesholdstheviewthatonlyacquiredlanguageisreadyfornaturalandfluentcommunication.Nativespeakersrarelylearnanyrulesbutspeakfluentlywhilelearnerswhofocusonlearningrulesoftenfailtoapplytheminrealconversation.Languagelearningissuitableforlinguisticmonitorbywayofusinglinguisticrules.Somepeoplealwayscheckupthelanguagetheyusewithgrammarsoastoguaranteethecorrectness.Thisiscalledmonitoringthroughlearning.Withcontinuinglanguageprogress,theuseofthemonitoringfunctionbecomeslessandlessfrequent.

Throughthelearningofalanguage,wefindthatanaturallanguageenvironmentisbetterthanconsciouslearningandlanguageacquisitionismuchmoreimportantthanlanguagelearning.Thisisclearlyseeninchildrensmothertongueacquisition.Consciouslearning,whileenablinglearnerstounderstandthestructureandgrammarofthelanguage,mayalsoinhibitlanguageacquisition.ThiscanbejudgedfromexamplesofmanyadultsfailuretolearnEnglish.KrashenstheorygivesusthehintthatEnglishshouldbeacquiredlikechildrenacquiretheirmothertongue.Thenhowcanchildrensucceedinusinglanguage?

Althoughtheyarecontrolledtosomeextentintheirlanguageexposure,theyareneverconsciouslytaughtandtheyneverlearnconsciously,either.Butonethingweknowisthattheycommunicatealotwithadults（usuallyparents）inauthentic,situationallanguage.Theirabilityinusinglanguagecomesfromcountlesssubconsciouscommunicationslikethis.Therefore,lotsoflanguageteachingexpertsattempttoteachEnglishwiththemethodwithwhichchildrenacquiremothertongue.Inrecentyears,alotofappliedlinguistswithEllisastherepresentativefigurehavepaidmoreattentiontolanguageteaching.ExpoundingsystematicallytherelationshipbetweenSLAstudiesandlanguageteaching,theyhaveproposedtheinputhypothesis,outputhypothesis,intakehypothesisandinternal

syllabuswhichareregardedasthetheoreticbasesthatcanrevolutionizecollegeEnglishteaching.

2.InteractionbetweenLanguageAcquisitionandClassroomInstruction

Teachingpracticewithouttheguidanceoftheoryismostlyblindandsuperficial.Learning,asadeepandreasonablescientificbehavior,cannotdowithoutthecorrectguidanceoftheory.Learningandteachingarecloselyinterwoven,soarelanguageacquisitionandlanguageteaching.Elliscallsit“aneducationalapproach”tolinklanguageacquisitionresearchcloselywithlanguageteaching,itisclearthat,suchasthe“interaction”between“languageinput”andSLA,thediscrepancybetween“naturalisticacquisition”andinstructedlearning,andsoon.

2.1TheRoleofClassroomInstructioninLanguageLearninginSLA

Firstofall,theclassroomteachingconductedbyteachersiscloselylinkedwiththetwoformsofSLA:

the“naturalacquisition”and“classroomlearning”,whichareinterwovenandbothexercisegreatinfluencesonSLA.Althoughwecannotdrawacleardistinctionbetween“acquiredlanguage”and“instructedlanguage”,wecaneasilyunderstandtheconnotationsof“languageacquisitionofclassroomteaching”and“languageacquisitionofnon-classroomteaching”becausetheformerisdirectlyconnectedwithclassroomteaching.Ellis（1994）holdstheviewthatthelanguageacquisitionthroughthesecondlanguageteaching,whetherbywayofformalteachingorcreatedconditions,willresultintheincreaseofnaturalacquisitioninclassroominanindirectway.Obviously,theinfluenceofclassroomteachingonlanguageacquisitionispositive.Secondly,asearlyasin1984,thelinguistsrepresentedbyLonghadconductedexperimentsontheinfluenceofclassroomteachingontheefficiencyoflanguagelearning,theresultsofwhichsupporttheviewpointthatclassroomteachingbenefitslanguageacquisition.

2.2TheTheoreticGuidanceofSLATheoryforClassroomTeaching

Accordingtomymanyyearsteachingpractice,sometheoreticmodelsproposedintheSLAresearchfieldarereallyconducivetotheimprovementofclassroomteachingquality,suchasinputhypothesis,outputhypothesisandsoon.Krashen（1982）proposesinputhypothesistoexplaintheprocessofthebirthof“acquisition”whenlearnersreceivelanguageinformationinputwhichareslightlydeeperyetunderstandable.Hetakesthementalitythatadultslearningasecondlanguagewillgothroughthesameprocessofcreativeconstructionoflanguageaschildrendoacquiringtheirmothertongue.Accordingtothishypothesis,theteachershouldplacestudentsinthelearningenvironmentwiththeinputandfeedbackofunderstandableinformationsoastoletthem“acquire”language.Furthermore,theteachermayapplythistheorytothecompilationoftext-booksandcreatediversifiedauthenticlanguagematerialsorestablishalivelyandrealisticlearningenvironmenttoaugmentcomprehensiblein