《第二语言习得》.docx

《第二语言习得》.docx

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《第二语言习得》

2012-2013学年第二学期《第二语言习得》课程论文

姓名：

张驰专业：

安全工程班级：

B124学号：

201210044424

一、考试方式说明：

1、根据教学大纲要求，本课程为通识选修课，考核方式：

考查。

2、期末考试的形式撰写课程论文,论文成绩占总成绩的70%，平时成绩占30%。

二、选题要求：

题目必须与课程学习内容有关，包括第一语言在第二语言习得中得作用、对比分析、错误分析、二语习得的内部因素、二语习得的外部因素、二语习得的个体差异、二语习得的情感因素、认知风格、学习策略等；

三、其他要求：

1、学生自己命题撰写2000英文单词的课程论文。

2、要求所写论文观点明确，论据充分，层次清晰，有自己独到的见解。

3、每个同学必须独立完成，一旦发现雷同或抄袭，将按0分处理。

4、提交论文要求：

本页放在首页，论文在其后。

5、必须交打印稿，A4纸，1.5倍行距,timesandnewRome字体，首行缩进2字符，两边对齐。

6、交稿日期：

2013年4月30日前。

四、论文成绩评定表：

Items

Fullscoreofeachitem

Score

内容

30

结构

20

语言

30

格式

10

独到见解

10

总成绩

100

SecondLanguageAcquisitionDifficultyFactorAnalyses

Languageistheimportanttoolofinterpersonalcommunication,andeachlanguageisakindofspecialsocialandculturalenvironment.Whatisasocialandculturalenvironment?

Differentpeoplehavedifferentopinionsfromdifferentangles,wespeakhereofthesocialcultureenvironmentreferstothelocalcustomsandideas,itisimplicit

ThefirstlanguageinSLAtowork

Languageisaverycomplexsystem,regardlessofnativelanguageorsecondlanguage（English）ispartofthecontent,areassociatedwithcertainthinkingdirectly,asMarxsaid:

"languageisthedirectrealityofthinking,"Engelssaid"theauthenticityofthethoughtisembodiedinthelanguage",isalsoaproductoflong-termhumanactivitiesincommunication.Alllanguagesaretoolsofhumanthinkingandcommunication,theremustbeaconnection,whichhavetheirsimilaritiesanddifferences.Aslongastherighttousetheirgeneralcharacter,payattentiontotheoppositesex,betweeneachlanguagecanbeinterlinked.theyinfluenceeachother,interactwitheachother.

Secondlanguageacquisitionareinfluencedbythenativelanguage?

Whatismothertongueinsecondlanguageacquisitionstatusandrole?

Hasbeendebatedforalongtimeinalloftheseareteachingsubject.Peoplecommonpeople,nativelanguageaffectthesecondlanguageacquisition.Infact,mothertongueinsecondlanguageacquisitionplaysanecessaryrolecannotbeignored.Theroleofmothertongueinsecondlanguageacquisitionisnotdomoreharmthangoodormoreharmthangoodnoconclusive,butdebatematerialismphilosophytellpeople,seethingswillcomprehensivelythedevelopmentofthedialecticalviewtoanalysis,notabsolute.Mothertongueinsecondlanguageacquisitionalsohasitspositiveandnegativesides,hasbothpositiveroleandnegativerole,thekeyishowtogivefullplaytotheadvantagesofmothertongue,inhibititsnegativefactorsinsecondlanguageacquisition,flexibleproperlyusingmothertongueinsecondlanguageacquisition,butnotcompletelydenythepositiveroleofmothertongue,talkaboutthedisadvantages,

Insecondlanguageacquisition,studentsarealreadyfamiliarwiththeirownnativelanguage,thelanguagebackgroundknowledge,butignorantofpurposelanguageknowverylittleabouteven.Ifcanachievepositivetransferlearning,bynativelanguageknowledgetounderstandthesecondlanguage,byextension,thelines,willinevitablyreducelearningdifficulty,improvetheefficiencyoflearning,enhancelearningmotivation.

Languagelearningresearchshowsthatintheprocessofsecondlanguagelearning,thesimilaritiesanddifferencesinmothertongueandsecondlanguageappropriatecomparison,whensomeofthecharacteristicsofnativelanguageandforeignlanguagesimilaroridentical,canplayapositiveroleinpromotingtothesecondlanguagelearning,makestudentsproducepositivetransferoflearningasecondlanguage.Bothlanguagesisthesameasthemorepoints,thestudenthasplaysaroleofthepositivetransferofnativelanguageknowledge,themorethegreaterthestudentsmoreeasytounderstand,rememberandmasterasecondlanguage,thestudyenthusiasmishigher,theinterestinlearningandthemorethick,morecanpromotethesecondlanguageteaching,improvethelearningefficiency,toavoidtimeconsuminglowefficiencyphenomenon,moreteachersintheinterpretationoftheabstractwordsoundsistheapplicationformandthegrammarconceptsappropriateuseofmothertonguecangettwicetheresultwithhalftheefforteffect.Positivetransferisbeneficialtotheformationofstudents'languagehabits,promotesecondlanguageacquisition,usingthesecondlanguagethinkingandexpression.

Othernessbetweenmothertongueandtargetlanguagewillhinderandinterferewiththestudentsunderstanding,memoryandmasterasecondlanguagehaveanegativeimpact.Dissimilartothemorepoints,thebiggertheinterference,themoredifficultitistounderstandandmasterasecondlanguagestudents,themorelikelyitistoloseinterestandconfidenceinlearningasecondlanguage.

Betweenfirstlanguageacquisitionandsecondlanguageacquisitionhaveincommon,bothhasthecloserelation,thestudyoffirstlanguageacquisitionwillhelpsecondlanguageteaching,researchandacquisition.But,afterall,firstlanguageacquisitionandsecondlanguageacquisitionistheacquisitionoftwokindsofdifferentnature,althoughchildrenandadultshavetheabilitytoacquirelanguage,buttheprocessandeffectoftwokindsoflanguageacquisition.Firstlanguageacquisitionprocessisalwaysaccompaniedbylearnerscognitive,emotionalandphysicalaspectsofthedevelopmentandchange,andthesecondlanguageacquisitionisconductedintheabovechangeafterthecompletionofthebasic,whichisintheprocessofacquisitionsecondlanguage,theoriginalnativepronunciation,vocabulary,syntax,cultureandotheraspectswillhaveaneffectontheacquisitionoftargetlanguage,inaddition,twokindsofacquisitionoflearnerswillformdifferentmotivationduetothedifferentage,psychological,cognitiveandemotionalaspectsofindividualfactors.

Attitude,motivationandsecondlanguageacquisition

Therearemanyinfluencefactorsinlearners'secondlanguagelearning,hasbothexternalcauseandinternalcause.Justaboutsocialandculturalenvironmentisoneofthemainexternalcauseandinternalcauseisreferstothepsychologicalstateoflearners'attitude,motivation,etc,belongingtothelearner'sakindofemotionalexperience.Emotionisafunctionofhumanbrain,isakindofmentalstate,itisbecauseofdifferentattitudesheldbythepeopleofobjectivethingsandtheinnerandexternalperformance.Emotionalfactorsinlearningasecondlanguagehasplayedamajorrole.

Attitude.About"attitude",therearemanydifferentunderstanding,accordingtoAllport'sview,theattitudeisthepsychologicalandneuralreadiness,itthroughtheexperiencetoorganize,toallindividualsassociatedwiththetargetandthesituationintheresponseanddirectionandpowerperformance,theinfluenceoftheattitudeitselfbyemotion,cognitionandactiontendencyandsoonvariousaspects,theinfluenceoftheattitudetolanguagelearningisthemostimportantcharacteristicsofgroups,namelythelearnerofasecondlanguagegroupheldbytheattitudeofthetargetlanguageculture,ifyouwanttoknowtheirwishes,andtheyareemotionallyconnecteddesireandsoon,thesecantriggerhighparticipationmotives.

Learnersalwaysgrowincertainsocialculturalenvironment,whichmakesthemoftheirownculturetoproduceakindness,thenformsdespiseorhostilityofothercultures,andlearninganegativeattitudeofthetargetlanguage;Itispossiblethattheacquisitionofthetargetlanguagecultureisveryworship,whichproducesstronginteresttothetargetlanguagelearningapositiveattitude.

Motivationisoneofthemostimportantemotionalfactor,thelearners'languagelearningactivitiesplayastimulatingandregulatingrole.Becauseforeveryforeignlanguagelearners,andinordertomeetthedemandsofentranceexamination,ortogoabroadtostudylifeinthetargetlanguagecountries,ortousewhattheyhavelearnedforeignlanguageslearningprofessionalknowledgeandsolvetheproblemofpracticalwork,andsoon.Havedifferentmotivetheenthusiasmoflearningasecondlanguageisdifferent,somestrong,some,somelong,someshort.

Stateanxietyandsecondlanguageacquisition

Mayhappeninthelearnersinsecondlanguagelearninganxietystate.Linguistsuseanxietytodescribepeopleinthesecondlanguagelearningandusingprocessmiddlingsometension,worry,fearandotheremotionalexperienceandstatus.Anxietyemotionisdividedinto"promotesexualanxiety（facilitatinganxiety）"and"obstructive（debilitatinganxiety）anxiety","promotinganxiety"referstolearningdifficultiesinthefaceofasecondlanguagelearnersappearacertaintension,thereisasenseofurgency,themoderatetensioninsteadpromotelearners'learning.Self-confidencestronglearnerstendtoproduce"promotesexualanxiety"."Interferewithsexualanxiety"referstothepersonweakself-confidencetofacehugedifficultiesinsecondlanguageacquisitioninconfusion,lossofconfidence,memoryloss,thinkingslowmentalstate,etc.Intheprocessofsecondlanguagelearning,debilitatinganxietyoftenshowtheclassroomanxiety,testanxiety,andanxiety,etc.Anxietycanaffectthelearnerstoabsorbthenumberofthesecondlanguageinput,mostsecondlanguagelearnershavealmostalltheexperienceandexperience.

Ageandsecondlanguageacquisition

WeoftenhearsomeEnglishlearnerscomplain:

"ageisbig,itishardtolearnEnglish!

"Hereistheproblemoftherelationshipbetweentheageandsecondlanguageacquisition.Fromthepractice,werecognizethatageandsecondlanguageacquisitionthereisalottodo.Childrenlearnasecondlanguagemoreeasily,forexample,ratherthana50sand60softheoldpeopletolearnaforeignlanguageisverydifficult.Linguistshaveconductedastudy