英语论文.docx
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英语论文.docx
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英语论文
Thesisstatement:
:
Practicecanberoughlydefinedastherehearsalofcertainbehaviourswiththeobjectiveofconsolidatinglearningandimprovingperformance,andeffectivepracticecanhelplearnerslearneffectively.
Outline
I.Introduction
II.Thefunctionofpracticeinthesecondlanguage
A.Learningaskill
B.Agoodpracticeactivity
C.Sequenceandprogressioninpractice
III.Acquisitioninthesecondlanguage
A.Comparisonswithfirstlanguageacquistion
B.Sequencesofacquisition
C.Processofacquisition
IV.Conclusion
V.Bibliography
TheFunctionOfPracticeandAcquisitionInTheSecondLanguage
I.Introduction
Secondlanguageacquisition(SLA)meanstheprocessoflearninganadditionallanguagebysomeonewhohasalreadylearnedanativelanguage,SLAresearchisaboard-basedandrelativelynewacademicfield,therehasbeenmuchdebateaboutexactlyhowsecondlanguageislearnedandtherehavebeenmanytheoriesofsecondlanguageacquisition,butnonehasbeenacceptedbyallresearchers.However,therearealsovariousprincipleofsecondlanguageacquisitionthatareagreedbyallsecondlanguageresearchers.therelationshipbetweensecondlanguageteachingpracticeandwhatisknownabouttheprocessofsecondlanguageacquisitionisanoldvexedquestion,butitseemsreasonabletosaythatpracticemakesperfect.Thisthesistalkaboutthefunctionofpracticeandacquisitioninthesecondlanguage.
Thefirstpartisthefunctionofpractice,inthispart,Iemphasizeonagoodpracticeactivity,becauseitcontributesignificantlytosuccessfullearning.Thethesislistsseveralcharacteristicsofeffectivepractice,
Whichareimportanttipsforlanguageteaching.Througheffectivepractices,studentscanconsolidatetheirgrammaticalstructureandimprovelistening,speaking,readingorwritingfluency.Thesecondpartisacquisition,inthispart,firstly,Icomparesecondlanguageacquisitionwithfirstlanguageacquisition,fromwhichwecanconcludethatitisgoodforchildrentolearnasecondlanguage.Thenisthesequencesofacquisition.Lastcometotheemphasis—theprocessofacquisition,inthissection,sixprinciplesofsecondlanguageacquisitionarelisted,thefirstisinput,outputandinteraction,inputisofvitalimportance;outputcanhelpprovidelearnerswithfeedbackandhelpthemtoautomatizetheirlanguageknowledge;interactioncanhelpmakeinputmorecomprehensibleandpushlearnerstomodify.Thenfromthemeaning,wecanknowthatlearnersmustbeengagedincreatingpragmaticmeaninginordertodevelopfluency.Thirdpointisconsciousandsubconsciousknowledge,wecanseedevelopingsubconsciousknowledgeisvitalforfluencyandpracticeatvariousaspectsoflanguagecanleadtolanguageknowledgebecomingsubconscious.Thenexttwotipsareindividualvariationandaffectivefactors,uderstandingthesefactors,teacherscanteachdifferentstudentsindifferentsituationaccordingtostudents’individualvariation.
Ihopeteachersandlearnerscanbenefitfromthisthesis.
II.Thefunctionofpractice
Practicecanberoughlydefinedastherehearsalofcertainbehaviourswiththeobjectiveofconsolidatinglearningandimprovingperformance.Languagelearnerscanbenefitfrombeingtold,andunderstanding,factsaboutthelanguageonlyuptoapoint:
ultimately,theyhavetoacquireanintuitive,automatizedknowledgewhichwillenablereadyandfluentcomprehensionandself-expression.Andsuchknowledgeisnormallybroughtaboutthroughconsolidationoflearningthroughpractice.Thisistrueoffirstlanguageacquisitionaswellasofsecondlanguagelearningineither‘immersion’orformalclassroomsituations.Languagelearninghasmuchincommonwiththelearningofotherskills,anditmaybehelpfulatthispointtothinkaboutwhatlearningaskillentails.
A.Learningaskill
Theprocessoflearningaskillbymeansofacourseofofinstructionhasbeendefinedasathree-stageprocess:
verbalization,automatizationandautonomy.
Atthefirststagethebitoftheskilltobelearnedmaybefocussedonanddefinedinwords-‘verbalized’-aswellasdemonstrated.Thusinswimmingtheinstructorwillprobablybothdescribeandshowcorrectarmandlegmovements;inlanguage,theteachermayexplainthemeaningofawordortherulesaboutagrammaticalstructureaswellasusingthemincontext.Notethattheverbalizationmaybeelicitedfromlearnersratherthandonebytheteachar,anditmayfollowtrialattemptsatperformancewhichservetopinpointaspectsoftheskillthatneedlearning.Itroughlycorrespondsto‘presentation’.
Theteacherthengetsthelearnerstodemonstratethetargetbehaviour,whilemonitoringtheirperformance.Atfirsttheymaydothingswrongandneedcorrectingintheformoffurthertellinganddemonstration;latertheymaydoitrightaslongastheyarethinkingaboutit.Atthispointtheystartpractising:
performingtheskilfulbehaviouragainandagain,usuallyinexercisessuggestedbytheteacher,untiltheycangetitrightwithoutthinking.Atthispointtheymaybesaidtohave‘automatized’thebehaviour,andarelikelytoforgethowitwasdescribedverballyinthefirstplace.
Finallytheytakethesetofbehaviourstheyhavemasteredandbegintoimproveontheirown,throughfurtherpracticeactivity.Theystarttospeedupperformance,toperceiveorcreatnewcombinations,to‘dotheirownthing’;theyare‘autonomous’.Somepeoplehavecalledthisstage‘production’,butthisIthinkisamisnomerforitinvolvesreceptionasmuchasproduction,andisinfactsimplyamoreadvancedformofpractice.Learnersnowhavelittleneedofateacherexceptperhapsasasupportiveorchallengingcolleagueandareready,ornearlyready,toperformasmastersoftheskill-orasteachersthemselves.
B.Agoodpracticeactivity
Practice,then,istheactivitythroughwhichlanguageskillsandknowledgeareconsolidatedandthroughlymastered.Assuch,itisarguablythemostimportantofallthestagesoflearning;hencethemostimportantclassroomactivityoftheteachersistoinitiateandmanageactivitiesthatprovidestudentswithopportunitiesforeffectivepractice.
Whetherornotyouthinkthatorganizinglanguagepracticeisthemostimportantthingtheteacherdoesintheclassroom,youwill,Ihope,agreethatitdoescontributesignificantlytosuccessfullanguagelearning,andthereforethatitisworthdevotingsomethoughttotheeffectivenessofclassroompractice.
Practiceisusuallycarriedoutthroughprocedurescalled‘exercises’or‘activities’.Thelattertermusuallyimpliesrathermorelearneractivityandinitiativethantheformer,butthereisalargeareaofoverlap:
manyprocedurescouldbedefinedbyeither.Exercisesandactivitiesmay,ofcourse,relatetoanyaspectoflanguage:
theirgoalmaybetheconsolidationofthelearningofagrammaticalstructure,forexample,ortheimprovementoflistening,speaking,readingorwritingfluency,orthememorizationofvocabulary,next,let’stalkaboutcharacteristicsofeffectivepractice.
1.Validity
Theactivityshouldactivatelearnersprimarilyintheskillormaterialitpurportstopractise.Thisisanobviousprinciplethatissurprisinglyofterviolated.Many‘speaking’activities,forexample,havelearnerslisteningtotheteachermorethantalkingthemselves.
Notethat‘validity’doesnotnecessarilyimplythatthelanguageshouldbeusedforsomekindofreplicationofreal-lifecommunication.Pronunciationdrillsandvocabularypractice,forexanple,mayalsobevalidiftheyinfactserveprimarilytorehearseandimprovetheitemstobepractised.
2.Pre-learning
Thelearnersshouldhaveagoodpreliminarygraspofthelanguagetheyarerequiredtopractise,thoughtheymayonlybeabletoproduceorunderstanditslowlyandafterthought.Iftheyarerepuiredtodoapracticeactivitybasedonsomethingtheyhavenotyetbeguntolearn,theywilleithernotbeabletodoitatall,orwillproduceunsuccessfulresponses.Ineithercasetheactivitywillhavebeenfairlyuselessinprovidingpractice:
itsmainfunction,infact,willhavebeenasadiagnostictest,enablingtheteachertoidentifyandteachlanguagethelearnersdonotknow.If,however,theycan-howeverhesitantly—producesuccessfulresponses,theyhaveafirmbasisforfurthereffectivepracticeofthetargetlanguagematerial.
3.Volume
Roughlyspeaking,themorelanguagethelearnersactuallyengagewithduringtheactivity,themorepracticeinittheywillget.Ifthelessontimeavailablefortheactivityisseenasacontainer,thenthisshouldbefilledwithasmuch‘volume’oflanguageaspossible.Timeduringwhichearnersarenotengagingwiththelanguagebeingpracticedforwhateverreasom(becausenothingisbeingdemandedofthematthemoment,orbecausetheyareusingtheirmothertongue,orbecausetheyareoccupiedwithclassroommanagementororganizationalprocesses,orbecauseofsomedistractionordisgression)istimewastedasfarasthepracticeactivityisconcerned.
4.Success-orientation
Onthewhole,weconsolidatelearningbydoingthingsright.Continuedinaccurateorunacceptableperformanceresultsonlyin‘fossilization’ofmistakesandgeneraldiscouragement.Itisthereforeimportanttoselect,designandadministerpracticeactivitiesinsuchawaythatlearnersarelikelytosucceedindoingthetask,Repeatedsuccessfulperformanceislikelytoresultineffectiveautomotizationofwhateverisbeingperformed,aswellasreinforcingthelearners’self-imageassuccessfullanguagelearnersandencouragingthemtotakeupfirtherchallenges.
Success,incidentally,doesnotnecessarilymeanperfection!
Aclassmayengagesuccessfullywithlanguagepracticeingroups,wheremistakesdoocc
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