二语习得论文
二语习得社会文化理论论文【论文】
二语习得社会文化理论论文一、社会文化理论的学科定位社会文化理论研究社会的、交际的问题，认为习得语言的必要途径是与其他人进行真正的社会互动或者交流。
社会文化理论不仅是一个社会方向的研究，也是心理语言学角度的研究，我们认为社会文化理论属于第三代心理语言学研究。
里昂且夫（Ｌｅｏｎｔｉｅｖ）曾从心理语言学角度对社会文化理论的研究内容进行了阐述，认为在上世纪５０年代社会文化理论发展伊始，心理语言学的主流理论是行为主义，研究重点是独立的语言单位（如词）的加工过程；到了６０年代，出现了第二代心理语言学，以语言学家乔姆斯基和心理学家乔治•米勒为代表，他们认为语言习得的是抽象的规则，而非独立的语言单位，研究重点是语言学习者对句子的理解和输出。
里昂且夫认为第二代学者的研究更倾向于语言学，对心理学方面的研究较少。
而且，这一代的学者对语言的形式特征更感兴趣。
前两代的学者们显然都没有关注语言的意义，也没有对语言作为符号工具如何被用于交流和思维等问题展开研究；而且在对个体的研究上，前两代心理学学者不仅将个体与社会隔离开来，而且通常还会脱离实际交际过程，个体之间的交际被简化为复制性的从说者到听者的信息转移，即说者输出的信息，会被听者以完全一样的形式理解；第三代心理语言学研究则更加倾向于心理学研究，对语言学方面的研究相对较少，研究焦点也从原来的对句子、文本的理解和加工转移到了交际和思维过程的心理学分析。
第三代心理语言学并不是对服务于言语行为的心理结构的实现进行研究，而是探索在活动中使用语言（作为工具）的不同策略进行研究。
当活动的目的是对他人产生影响的时候，活动即为交际性的；当活动的目的是对自身产生影响的时候，活动即为认知性的。
两种活动是相辅相成、辩证性存在的，因此从一开始就有必要对二者进行管理。
也就是说，自我导向的言语活动，来源于他人导向的言语活动，在本质上二者都是交际形式的一种。
将交际活动优先于对抽象性语言规则加工过程的习得进行研究，使第三代心理语言学将言语（和书面语言）对人类具体的社会和思维活动的调节作为研究重点，认为言语活动是有动机性和目的性的。
二语习得论文
浅论Krashen的二语习得理论摘要：Krashen 提出的二语习得理论由五个假说组成：语言习得与学习假说,监察假说，自然顺序假说,语言输入假说,情感过渡假说。
这些假说对教学实践有一定的指导意义，但同时也存在一定的局限性：忽视了习得过程的输出环节;在实际教学中缺乏可操作性。
关键词：语言习得与学习假说; 监察假说;自然顺序假说; 语言输入假说; 情感过渡假说Abstract:Krashen's second language acquisition theories consists of five main hypotheses: the acquisition and learning hypothesis, monitor hypothesis, the natural order hypothesis, the input hypothesis, affective transition hypothesis. This hypothesis has certain directive significance to the teaching practice, but also has some limitations: ignore the output acquisition process; lack of operability in actual teaching in some degree.Keywords: acquisition & learning hypothesis;monitor hypothesis;natural order hypothesis;input hypothesis;filter hypothesis正文：一．前言美国语言学家Krashen在上世纪80年代初提出了著名的二语习得理论——“监察理论”。
这一理论自提出之日起就引起了语言学家的广泛关注,对外语教学产生了很大影响。
英语专业论文 第二语言习得-Language transfer on SLA
Title：Language transfer on SLAAbstractThe essay aims to investigate how the language transfer influence the process of SLA,in the field of SLA research, language transfer has long been a controversial research subject. it was initially associated with behaviorist theories of language learning and was seen as an impediment. It was considered to only hinder the acquisition of a L2. However, the development of Interlanguage Theory and the flourishing of psycholinguistics have finally recognized the significance of the role of the L1 in SLA. Learner's L1 is viewed as a resource which the learner actively draws in interlanguage development. The positive role of language transfer in SLA has been gradually acknowledged. Based on this , it will make a exploration of both positive and negative transfer between the L1 and the L2 through learner's interlanguage. Key words: language transfer; positive transfer; negative transfer; second language acquisition (SLA)nguage transfer1.1Definitions of language transferLanguage transfer took its root in the Transfer Theory in psychology. Psychologists defined ' transfer' as a type of learning activities by which learners' previously acquired knowledge about the learning skills will influence the out come of their learning or training behavior. They maintain that transfer can be both be both positive and negative.Behaviorists defined transfer as a consequence of habit formation, which implies the extinction of the learner's primary language when he or she is learning the new language.However, it is now widely accepted that the influence of the learner;s native language cannot be adequately accounted for in terms of habit formation. Nor is transfer simply a matter of interference or of falling back on the native language. Nor is it just a question of the influence of the learner's native language, as other previously acquired 'second' languages can also have an effect (Ellis, 1994). This suggests that the term ' L1 transfer' itself is inadequate. Some scholars have advocated abandoning the term or using it in highly restricted ways. Sharwood and Kellerman (1986) have argued that a superordinate term that is theory-neutral is needed and suggest crosslinguistic influence. They comment:the term 'crosslinguistic influence' is theory-neutral, allowing one to subsume under one heading such phenomena as 'transfer', 'interference', 'avoidance', 'borrowing' and L2-related aspects of language loss and thus permitting discussion of the similarities and differences between these phenomena.(1986:1)Odlin(1989) offers this ' working definition' of transfer as basis for his own thoughtful treatment of such pehenomena: transfer is the influence resulting from the similarities and the differences between the target language and any other language that has been previously acquired91989;27).Many researchers disapprove of the term "language transfer", and prefer "mother tongue influence" proposed by Corder (1983）or "cross-linguistic influence" by Kellerman instead. However, we will stick to the term "language transfer" throughout this thesis, partly because of its convenience, and partly because of its familiarity to most people, with the understanding that here "Language transfer" is used in its broad sense, not restricted to the behaviorist notion.1.2The manifestations of Language TransferIn traditional accounts of language transfer, the research focus was placed on the errors that learners produce. Errors occurred as a result of the negative transfer of mother tongue patterns into learn's L2 (Ellis, 1994). It is possible to identify a number of other manifestations of transfer however, three of which are frequently discussed by transfer researchers:negative transfer,positive transfer.1.2.1.Negative transfer(errors)Negative transfer, also known as interference, is the use of a L1 pattern or rule which heads to an error or inappropriate form in the L2. Negative transfer can befound at all the levels of language structure. A speaker's foreign accent in L2 learning is an evidence of negative transfer at the phonological level. Morphological negative transfer is common. For instance, under the influence of Chinese language, some students will say "big rain" rather "heavy rain". Negative transfer at syntactical level also exists. For example, when a learner is asked to translate the sentence " 我昨天在家做作业" into English, he or she tends to ignore the tense and word order of an English sentence and would translate it according to the Chinese grammatical structure " I yesterday at home do homework".1.2.2.Positive transfer (facilitation)Positive transfer is transfer which makes learning easier, and may occur when both the L1 and L2 have the same form. Similarities between vocabulary can reduce the time needed to develop good reading comprehension; similarities between vowel systems can make the identification of vowel sound easier; similarities between writing systems can give learners a fast starting in reading and writing the L2; and similarities in syntactic structures can facilitate the acquisition of grammar. For example, when a learner is asked to translate the sentence "我说汉语" into English, he or she can translate it correctly with the help of his or her L1 "I speak Chinese" because the basic word order of both Chinese and English is S(subject）+ V (verb or predicate) + O (object).So , positive transfer is beneficial while negative transfer is a hindrance to SLA. From the above discussion, we can see it is clearly insufficient to focus exclusively on production errors, since transfer is a complex phenomenon which involves not only L1 knowledge but also other factors that interact with L1 knowledge.2.The Historical Development and Recent Situation of the Study on LanguageTransfer in SLALanguage transfer has exerted considerable effect on SLA. People in the past have conducted detailed investigation and research on transfer phenomena in learning a L2. From the historical point of view, the research of language transfer in SLA has undergone three stages.2.1. Domination of Behaviorist Point of ViewEarly language transfer research can be traced back to the 1940s and 1950s. The first two influential people who systematically studied the role of language transfer in SLA were Charles C. Fries and Robert Lado. Fries (1945) put forward the issue from the angle of the compilation of teaching materials. He formulated the need for contrastive analyses through observations. He states that the most efficient materials are those based upon a scientific description of the language to be learned, carefully compared with a parallel description of the native language of the learner.(1945:9). Robert lado proposed a potentially rigorous model, Contrastive Analysis Hypothesis(CAH) (Lado.1957), which was based on this assumption: the student who comes into with a foreign language will find some features of it quite easy and others extremely difficult. Those elements that are similar to his native language will be simple for him, and those elements that are different will be difficult.(1957:2)During 1950s, behaviorist behaviorist views of language learning and language teaching were predominant. Language transfer was always integrated with behaviorism, and thus became the theoretical basis of comparative analysis. For one thing, the behaviorist notions of transfer often implies the extinction of early habits, whereas the acquisition of a L2 need not lead to any replacement of the learner's primary language. This and other considerations suggest that behaviorism may never have been relevant to the study of transfer (Odlin, 1989).2.2.Prevalence of Mentalist Point of ViewFrom the late 1960s to the 1970s , the behaviorist point of view was severely criticized due to the influence caused by Chomsky's linguistic theory. Chomsky (1965) advocates a strong version of the innateness hypothesis. He argues that children are born with a specific and unique kind of knowledge which equips them for language learning. This knowledge is embodied in a mechanism called a language acquisition device (LAD). He believes that a child must be predisposed to learn any language as a native language and that the LAD must contain language universals. He then seeks to identify linguistic universals by the in-depth study of a single language. He argues that only in this way is it possible to discover the highly abstract principles of grammar that constrain the form of any specific grammar. He refers to these principles as Universal Grammar. While Greenberg (1966) and some followers establish universals by examining a wide range of languages from different language families in order to discover what features they have in common, which are referred to as typological universals. Therefore, followeing Chomsky's attack on behaviorism, its drawbacks were exposed gradually and the function of language transfer was largely held in contempt in SLA. Both behaviorism and transfer phenomena were treated coldly and ignored, and the role of L1 was played down. This minimalist view of L1 transfer, however, has not withstood the test of time (Ellis, 2000).2.3.Influence of Cognitive Point of ViewDuring the mid-to-late 1970s, the emphasis was on the determination of how and wehn learners used their L1 and on explanations for the phenomena. Little by little, the study of language transfer has come into a cognitive period. The word ' language transfer ' did not merely refer to the meachanical transfer from L1 to L2. It was treated as a kind of important learning strategy in SLA, a complicated cognitive procedure that is influenced by various factors. Ellis (1994) points out that one clear advance in transfer research has been the reconceptualizaton of the influence of the L1;in behaviorist accounts it was seen as impediment, whereas in cognitive accounts it is viewed as a resource which the learner actively draws in interlanguage development. The positive role of language transfer in SLA has gradually been acknowledged.nguage transfer in SLAIt is a popular belief that second language acquisition (SLA) is strongly influenced by the learner's first language (L1). The clearest support for this belief comes from "foreign" accents in the second language (L2) speech of learners (Ellis, 1985). When a French man speaks English, his English sounds French. When a Chinese speaks English, his English sounds Chinese. In addition to accents, L1 habits also influence the way learners use to express themselves in L2. For example, such Chinese expression as "*department company"(department store 百货公司), "*family computer" (personal computer 家用电脑) can often be heard (陆效用，2002). Furthermore , there are lots of Chinglish expression in the syntactical level, for instance, "我昨天在家做作业" would be translated into English according to the Chinese grammatical structure "*Ｉyesterday at home do homework". ( I did my homework at home yesterday.) as far as thinking mode is concerned, Chinglish sentences "*His body is very healthy" (He is very healthy) and "* Good good study, day day up" (If you study hard, you will make progress very day) are highly likely to be produced by Chinese learners of English. Common Chinese greetings around meal time "吃了吗？" "Have you eaten yet?" or "Have you had your lunch?" would be transfered when Chinese learners of English meet native-speaker of English. All these phenomena all show how language transfer influence second language acquisition.Traditional linguistics holds that the role of the L1 in SLA is a negative on (陆效用，2002). That is , the L1 gets in the way or interferes with the learning of the L2, such that features of the L1 are transferred into the L2 (Ellis, 1985). For years, most experts and language teachers have emphasized negative transfer in SLA, and neglected the positive role of the L1. In L2 teaching , therefore, they are strongly opposed to the use of L1.Do L1 really play only a negative role in SLA? Does it only hinder the acquisition of a L2? Is there any positive transfer in SLA? Can L1 also benefit the acquisition of a L2? In L2 teaching, can L1 be used?In our opinion, the so-called L1 negative influence hypothesis or L1 interference hypothesis is one-sided, it neither reflects the nature of language learning nor reveals the inner relationship between L1 and SLA. Taken the above Chinglish expressions for example, superficially, the L1 does influence the L2 expressions, but in fact, it is the L1 that helps the learner finish the communicative task. In the process of SLA, especially in the early stages of proficiency, learners have to fall back on their L1 knowledge in case of emergency in order to communicate effectively. This is a "cognitive process", "a learner's strategy", and also a necessary process in SLA(陆效用，2002）.As a matter of fact, in the field of SLA research, language transfer has lonog been a controversial research subject, especially the influence of learner's L1 on L2. Generally speaking, the research of language transfer in SLA has undergone three stages. In the 1950s, it was seen as an impediment and was deemed as playing an important role in L2 learning when Lado's Contrastive Analysis Hypothesis dominated the field. Language transfer was considered to only hinder the acquisition of a L2. With the popularity of the Chomskyan Universal Grammar which denies the existence of transfer phenomena, the researchers' interest in language transfer has declined since the 1960s,and language transfer was regarded as playing a minor role in the process of SLA. However, the development of Interlanguage Theory and the flourishing of psycholinguistics have finally recognized the significance of the role of the L1 in SLA. Learner's L1 is viewed as a resource which the learner actively draws in interlanguage development. The positive role of language transfer in SLA was gradually acknowledged. As a result, the role of the L1 is not only a negative one but also a positive one; it does not only interfere with the learning of the L2 but also facilitate the learning of the L2.3.1Phonetic transferPhonetic transfer occurs when the learner tends to transfer similar but phonologically different sounds of his or her L1 to those of the L2. It can be both positive and negative resulting from the learner's conventional habit of articulation. 3.1.1.PhonemeIt is known that the Chinese phonetic alphabet is divided into three categories: sehngmu, yunmu and diaozi. A shengmu is equivalent to consonant and a yunmu to a vowel. What often happens is that those who have systematically learned the Chinese phonetic alphabet are good at taking in English phonetic knowledge because most English phonemes have similar counterparts in Chinese and thus quite a number of Chinese pronouncing skills can be transferred into pronouncing English phonemes.For example, the beginning shengmu [k, t , m , l ] in Chinese words "开头" "美丽" are equivalent to English consonants [ k , t , m, l ]; and the yunmu [ai, ou, ei ,i ] have their counterparts in English. Look at some English words: kite [kait], toe [təu], make [meik], lead [li:d]. All of these are similar to the Chinese pinyin.Similarity between the phonemes of the two languages has double functions. On the one hand , it causes generalization in listening and pronouncing English words, which, in turn, makes students mistankenly treat the similarity between the phonemes as being identical, and substitute Chinese phonemes for English ones, resulting in the negative transfer of L1. On the other hand, oweing to the existence of some regularities that govern the differences between the two phonetic systems, it is a very useful step to perfect English pronunciation for most Chinese learners of Englsih. Once the student realizes these regularities through elaborate language comparison and becomes skilled in using them, he or she will soon be able to adapt his or her L1 pronouncing skills and pronounce English phonemes correctly, hence forming the positive transfer of L1. For example , with their vowel component [ə] removed, the Chinese initial consonants b, p, m , f , v , d, t, n , l, g , k, b, s , w, g, ŋ are very similar to English consonants [b], [p], [m], [f], [v], [d], [t], [n], [l], [g ], [k], [h], [s],[w], [ŋ]. This regularity is a very useful step to perfect English pronunciation for most Chinese learners of English. It greatly shortens the natural process of discrimination, which, in ordinary situations, is rather long. Its value may be assessed readily if we point out that quite a few Chinese learners of English fail to discern the difference.Accounting for one third of the total English phonemes, the above 15phonemes may constitute a great deal of negative transfer of L1 when not corrected, or a lot ofpositive transfer of L1 when corrected. Here lies a vast potentiality to save time and energy in SLA.This example indicates that the role of L1 in SLA is not fixed and consistent but changeable, sometimes helps, sometimes hinder. It also shows that phoneme comparison helps to turn the task into an easy one. Moreover, this comparison also enables us to deepen our understanding of our native language---Chinese.Usually, a native speaker of Chinese hardly ever thinks of studing phonetic structure of his mother tongue. Now that he is engaged in leaning English, he sees that the 15 Chinese phonemes have counterparts in English. Whenever he sees one of the contrastive phonemes, he will immediately think of the other. This kind of contrastive association is certainly very conductive to strengthening memory and comprehension of both languages concerned. Hence this example may be regarded as one showing the reversed positive transfer from L2 to L1.Not every English phoneme has a counterpart in Chinese. A few English phonemes have no counterparts in Chinese. For example, the two English dental sound [ө] is utterly new, thus very troublesome to Chinese learners. Beginning learners tend to replace the sound with approximate Chinese sounds [s] and [z] or [d ]. Some learners fail to discern the two in listening and speaking even after many years' learning.There is a phenomenon of consonant clusters in English. Furthermore, there are words ending in vowel of open syllables and there also exist words ending in consonants of close syllables in the English vocabulary. However, most Chinese characters are monosyllables. When beginning learners read a word beginning or ending with consonant clusters, or when they read an English close syllable subconsciously, they often insert a 'support' vowel sound between the consonants or add a vowel sound at the end of a word. So these are typical negative phonetic transfers in acquiring English.Phonetic negative transfer resulting from English learning is usually very hard to overcome. Even though the learning environment is favorable, and the learner is hard working, his pronunciation cannot be improved to be as perfect as that of the native English sperker. That's why when a French man speaker English, his English sounds French; when a Chinese speaker English, his English sounds Chinese. Therefore, phoneme comparison should be overemphasized at elementary stage so as not to cause too much negative transfer at the beginning of the study.3.1.2IntonationThere exists such a general phenomenon is every language as the falling intonation, which is used basically to express definiteness and completeness, the rising intonation, which expresses suspicion and incompleteness and the blending intonation, which appears with double sides o fpsychology(Danicoff,1980) and is mainly used to express complex feelings.Meaning of intonation patterns in Chinese and English are similar, the falling intonation is more often associated with definiteness, completeness and assertiveness while the rising intonation is more is more often associated with incompleteness, uncertainty and tentativeness. It suggests that something further must be said either bythe speaker or by the hearer. It is also often accompanied with politeness, encouragement, pleading, diffidence or suspicion. The blending intonation expresses feelings of hesitation, contrast, reservation, or doubt. The implication is sometimes that the speaker hesitate to make his statement too confidently, and at other times it conveys a warning or an apology. Intonation helps to produce the effect of prominence on syllables that need to be perceived as stressed, and in particular the placing of tonic stress on a particular syllable marks out the word to which it belongs as the most important in the tone-unit. Both Chinese and English have such kind of intonation function.most Chinese learners of English have no difficulty in mastering these basic English intonation patterns and their functions. Here, their habitual modes and skills of expressing and thinking formed in previous native language learning can be transferred into Engish learning. This is the favorable side of English intonation learning, where positive transfer of Chinese plays an important role.Nevertheless, the negative transfer of L1 exists here too, which is rather hard to conceive. Chinese is a tone language, it is the kind of language which uses tone to distinguish word meaning while English, an intonation language which uses tone to distinguish word meaning while English, an intonation language, is the kind of language which employs intonation to distinguish the meaning while English, an intonation language, is the kind of language which employs intonation to distinguish the meaning of pared with the relatively smooth and simple intonations of Chinese, English intonation vary in large pitch amplitude and more sophisticated patterns.3.1.3.Syntactical transferSyntactical transfer involves the transference of syntactic structures, such as word order, modification devices, articles, the number, the gender, relative clause and so on ,it can be both positive and negative.Word orderIn some cases, the word order of seven types of simple sentences in English is similar to those in Chinese.1.SV structure2.SVC structure3..SVO structure4..SVOO structure5.SVOC structure6.SVOA structure7..SV A structure4.ConclusionIt is a fact that language transfer exists at all the levels of language structure. From this ,we have found that the mechanism of L1's function in SLA is very complicated, there seldom exists pure positive or negative transfer in the process.we would not be able to exploit fully its positive side unless we profound study in language comparison and mechanism of transfer. We are sure that more example will be found to show that L1 promotes L2 acquisition.BibliographyBrown, H. D. Principles of Language Learning and Teaching. New York: Prentice Hall Regents, 1994.Chomsky, N . Aspects of the Theory of Syntax. Cambridge, 1965Cook, vivian. Linguistics and Second Language Acquisition. Beijing: Foreign Language Teaching and Research Press, 2000.Corder, S.P. The Significance of Learners' error.[J]. IRAL, 5, 161-170, 1967 Eckman, F.R. Markedness and the Conrastive Analysis Hypothesis[J]. Language Learning 27,315-30,1997Ellis, Rod. Understanding Second Language Acquisition. Shanghai: Shanghai Foreign Langugae Education Press,1986.Ellis, Rod. Second Language Acquisition. Shanghai; Shanghai Foreign Language Education Press, 2000Fries, C. Teaching and Learning English as a Foreign Language. Ann Arbor: The University Michigan Press,1945.Greenberg, W. Universals of Language. Cambridge,: MIT Press, 1966.Kellerman E, An eye for an eye :corsslinguistic constraints on the development of the L2 lexicon,1986Odlin, Therence. Language Transfer- Cross-linguistic Influence in Language Learning. Shanghai: Shanghai Foreign Language Education Press. 2001.陆效用.试论母语对二语习得的正面影响[J].外语界，2002.（4）。
二语言习得中输入研究的论文
二语言习得中输入研究的论文二语言习得中输入研究的论文一、综述在二语习得范畴内，研究者们对输入概念的界定各有侧重。
R.Ellis 的定义是讲母语者或二语者对其他二语者所说的语言。
［2］他的定义只有口头输入，没有包含书面输入。
Richards等人认为输入是指学习者听到或接受到的并能作为其学习对象的语言。
［3］该定义比较全面。
国内学者给出的输入定义和Richards等人的接近［47］，兼顾口头输入和书面输入，这也是本文采用的输入概念。
最初的输入概念是Coder在“学习者的错误的意义”一文中作为一个理论话题提出来的。
［8］最早引起语言学界重视的是Krashen提出的“输入假说”（theinputhypothesis）。
他提出了“可理解输入”(comprehensiveinput)的概念。
这一概念的基本公式是“i+1”。
“i”代表学习者现有的语言知识，“1”代表略高于学习者现有的语言知识部分。
［9］Krashen和T errell随后又论述了“输入假说”有四个方面的含义：（1）可理解的输入理论与习得（acquisition），而不是与学得(learning)有关；（2）习得是通过理解稍微超出已有的语言知识而完成的，需要借助于语境和非语言信息；（3）当交际成功时，当输入得以理解时，也自然就有了可理解性输入；（4）口语表达的流畅性不是直接教出来的，而是经过一段时间以后逐渐显现出来的。
［10］Long认为，二语学习者和母语学习者一样，学习成功者总是以获得可理解的语言输入为特征的。
他认为互动式输入比非互动式输入更重要，充分强调了使语码变成学习者可理解的语言输入的重要性。
［11］Schachter概括出四种输入：简单输入(simplifiedinput)、可理解输入(comprehensibleinput)、否定输入(negativeinput)（指向学习者提供其交际的意图并不成功的信息）和充分输入(sufficientinput)。
第二语言习得论文
第二语言习得论课程论文题目：浅谈母语在第二语言习得中的影响文学艺术学院中文系汉文浅谈母语在第二语言习得中的影响我们都知道，任何事情都有两面性，有利也有弊，有积极的影响，也总会有消极的影响，母语在第二语言习得中的作用也是这样的。
这也就是学术界对于母语在第二语言习得中的影响一直存在着争议的原因。
大多数学者认为母语在第二语言习得中起着阻碍和干扰的作用，结合我们在第二语言学习中遇到的困难，的确证实了母语对第二语言习得中的干扰性和阻碍性。
但同时，我们不能因为母语在第二语言习得中的这些消极的阻碍和干扰就全盘的否定其在第二语言习得中的积极推动作用。
母语对第二语言习得的消极作用是非常明显的，这主要体现在以下的几个方面。
第一，在第二语言学习的过程中，我们经常受我们母语中的思维习惯的影响来表达和运用所学的语言知识，这就使得我们经常将第二语言母语化的倾向，为我们的学习带来消极的影响。
这主要体现在不同的文化背景下，我们的思维习惯不尽相同，很多我们习以为常的习惯和方式等，在另一文化背景下则显得不能接受和匪夷所思。
以英语和汉语的问候和寒暄习惯来说，中国人打招呼习惯问“你吃了吗？”，习惯谈论稍稍涉及隐私的诸如家庭，经历等话题，而英国人多谈论天气之类的话题，家庭经历等被视为禁忌。
这样就给我们的第二语言学习带来消极的影响，若是想将这种消极的影响降低，就必然增加了我们学习的负担。
当然，这种阻碍和影响也迫使我们拓展了知识，所以，也有它积极的一面。
第二，母语中的语法规和习惯也给第二语言的习得带来了一定的阻碍和影响。
这一影响在第二语言的学习中的消极影响最显而易见，也最为严重。
语法的规则和习惯很容易给第二语言的学习带来理解上的困惑和偏差，还是拿汉语和英语为例。
汉语和英语的语法在总体上非常相近，都是主谓宾等的基本语序，然而，汉语除了最基本的语法外，还经常有变式，如名词动用，宾语前置等，而且，汉语区分音节，这样就给以英语为母语的学习者在学习汉语时带来了诸多困难和阻碍；再拿英语来说，除了和我们的母语汉语较为相近的内容外，英语还有各种从句，是我们从未接触的，若是再用我们的母语进行学习的迁移，就会在理解上造成巨大的偏差，同样给第二语言的学习带来了阻碍。
二语习得论文
二语习得论文二语习得文化适应性对学习的影响现如今文化交流的日益频繁，使文化适应成为当下文化研究中的重要主题之一。
而了解文化适应性又是探讨学生二语习得成果的重要指标, 也是社会语言学研究的一个重要方面。
它涉及到二语习得者对目标语文化心理适应能力, 还涉及到他们语言习得动机的促进。
如何将文化适应同教学和学习有机结的合起来, 是提高他们学习积极性和效率的有效途径。
一. 文化适应的内涵“文化适应”一词，一般公认是美国的鲍威尔( John W．Powell) 最早提出的，他于1883 年将其定义为“低等文化模仿先进文化过程中所造成的心理变化”。
文化适应在两个不同的文化之间人们的交流中产生。
我们首先要了解什么是第二语言习得和文化适应。
“第二语言的学习是人们学习一种非母语语言的过程。
”第二语言的学习有两种主要的方式：第一种被称为“综合性学习动机”，即学习者可以跟第二语言的使用人群进行交流；另一种叫“手段动机”，即学习者的学习是为了某种实际的目的。
因此，语言学习的益处显而易见，语言是一种交流工具，学习一门语言可以在很大程度上减少学习者和第二语言适用人群的障碍，从而便于交流与合作。
所谓文化适应是指学习者与目的语社团的社会和心理的结合，因此学习者与目的语文化的社会距离与心理距离，就成了影响第二语言的主要原因。
二.文化适应的影响因素关于文化适应的影响因素，门登霍尔( M． E．Mendenhall) 与奥德多( G． Oddou) 认为，文化适应有四个维度的因素，即自我导向维度、他人导向维度、认识维度和“文化硬性”维度。
其中，自我导向维度指个体自信和精神健康的能力; 他人导向维度指个体与异质文化群体有效交流的能力和意愿; 认识维度指对于异质文化行为的正确归因能力和自身行为可能引起冲突的预测能力; 文化硬性维度指异质文化本身的开放度，这涉及到文化距离等因素。
在文化适应的情感因素方面，除个体好恶之外，较为显著的影响因素是社会支持。
语言文化论文：二语习得对母语的影响研究
二语习得对母语的影响研究一、概述20 世纪 90 年代初，美国语言学家 Vivian Cook 提出多语能力的概念（Multi-competence），即语言学习者大脑中并存两种或两种以上的语言能力。
而早在Cook 提出多语能力之前，Ulrich Weinreich 就在 Languages in Contact 一书中提出任一语言都会对相并存的另一种语言产生影响，这种影响被称之为干扰或效应。
在干扰影响提出后，关于母语对二语影响的对比分析（Contrastive Analysis）、语言迁移（transfer）等二语习得理论不断出现。
一直到 21 世纪初，以 Cook 为主的研究者开始关注二语对母语的逆反效应。
Cook 指出二语对母语的逆反效应有三种形式：积极效应，消极效应和中间效应。
通过研究二语对母语的逆反效应，可以有助于多语学习者更好的习得和提高多语运用能力。
二、母语习得与二语习得的同异二语习得与母语习得在习得顺序、习得环境、习得动机等很多方面是有差异的，但是在语言习得的过程中二者也有共性，语言研究者在对二语习得和母语习得研究上也存在理论异同。
（一）母语习得母语是指语言习得者从出生起开始接触并习得的第一语言。
根据行为主义的观点来看，母语在大脑中习得过程是：语言刺激-语言神经反应-语言强化-形成语言习惯，也就是说，母语习得是指语言习得者根据特定语言符号或音源对大脑语言神经的刺激能够发出相应的语言反应。
从行为主义观点看来，语言的习得主要靠语言源的输入刺激和语言神经的吸收输出，但是母语习得者在最初输出的不是输入语言的全部，有的只输出10%,并且表示抽象概念、感情的体验是无法直接刺激语言神经。
所以行为主义认为母语习得在大脑中只是以语言神经的吸收和输出理论是有局限性的。
乔姆斯基为代表的语法天生主义学家认为，每个学习者都天生带有一套语言习得机制（LAD），在这套机制里语言习得者遵循着母语的普遍语法法则去完善母语习得。
第二语言习得论文 二语习得过程中的错误分析
二语习得过程中的错误分析摘要：在语言学习过程中错误的出现是不可避免的现象，研究错误的产生及其特点对二语习得能起到积极的作用，作为研究者研究第二语言习得的首要途径之一，错误分析也就成为了外语学习过程中不可缺少的重要环节。
本文以错误分析理论为基础，探讨了引起二语习得错误的根源。
本文发现，引起错误的根源除了常见的语际迁移和语内迁移外，还有交际策略的误用和环境文化等因素的影响。
本文在探讨这些错误根源时，力图揭示这些根源是如何引起错误产生的。
紧接着阐释了错误分析的过程及错误分析对于外语教学的重大作用。
希望借此文能让大家对错误分析有更加全面的认识，期望能对大家的二语习得有所帮助。
Abstract：It is inevitable that errors occur in language learning,so the study of errors is good for second language acquisition and as one of the major method to study second language , error analysis play a very important role in language study . This article discusses the reasons of errors and reveal how they affect according to the theories of error analysis , including interlingual-transfer , intralingual-transfer,the improper use of communication strategies and the influence of environment . Then it explains the processes of error analysis and evaluate the significance of it . By writing this paper , I want to give a clear explanation of error analysis and hope it helpful in second language learning .关键词：错误，错误分析，二语习得，错误根源，外语教学一、引言错误分析是二语习得中的一个重要课题，也是近年来研究的一个热点问题。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
具有较高情感投入的学
习者表现出快乐等积极 情感 较低情感投入的学习者回 避困难或消极面对困难， 缺乏努力学习的意愿
对学校的认同、归属感、学习价 值、学习兴趣和师生关系
学生的情感投入及其对学习 成就的影响 情感投入是外语学习投入的 主要维度
引言
1
前人研究 不足之处
分析学习投入这个元概念基础进行
归属感是影响外语学习效 率的重要情感因素，学校 归属感高的学生学习动机 强，学习投入多，取得的 学习成绩更高
结论
内在情感投入
英语学习兴趣
英语学习信心
直接正向预测 英语学习价值
英语学习
学习成绩
学校满意度 中介 间接预测
情感投入
学习者可控因素
外在情感投入
学校归属感
教师认同感
结论
广大英语教师和相关管理人员不仅要设法提高学习者的学习信 心和兴趣等内在情感投入， 而且要不断通过改善校园环境，提高学习者对学校的归属感和 满意度 英语教师可以通过提高自身的专业水平和教学方法等提升学生 对自己的认同，改善和优化大学生英语学习情感投入，从而提 升他们英语学习的动力和效果。
提出者：Charles Spearman
结果与讨论
3.1 英语学习情感投入成分的探索性因子分析
一个典型的EFA流程如下：
①收集观测变量：通常采用抽样的方法，按照实际情况收集观测变量数据。
②构造相关矩阵：根据相关矩阵可以确定是否适合进行因子分析。 ③确定因子个数：可根据实际情况事先假定因子个数，也可以按照特征根大于 1的准则或碎石准则来确定因子个数。 ④提取因子：可以根据需要选择合适的因子提取方法，如主成分方法、加权最 小平方法、极大似然法等。 ⑤因子旋转：由于初始因子综合性太强，难以找出实际意义，因此一般都需要 对因子进行旋转（常用的旋转方法有正交旋转、斜交旋转等），以便于对因子 结构进行合理解释。 ⑥解释因子结构：可以根据实际情况及负载大小对因子进行具体解释。 ⑦计算因子得分：可以利用公共因子来做进一步的研究，如聚类分析、评价等。
对教师认 型，验证二阶探索性因子分析，并根 据系统提示进行修正，修正后的模型拟合度结果见表
AIC值（最小信息准则） AIC信息准则即Akaike information criterion，是衡量统计模型拟 合优良性的一种标准，优先考虑的模型应是AIC值最小的那一个 二阶因子模型很大程度上优于一阶模型，能够更好体现英语学习情 感投入这一构念。因此，英语学习情感投入可以分为内在情感投入 和外在情感投入两类，前者包括“英语学习兴趣“、“英语学习信心”、 “英语学习价值”，后者包括“对学校满意度“、“对教师认同感”和“对 学校归属感”。
第一次探索性因子分析
0.6~0.7 0.5~0.6 小于0.5 Bartlett P值 小于或者等 于0.01
6个因子
累计解释61.15%的方差
第二次探索性因子分析
2个因子
累计解释69.75%的方差
第一次探索性因子分析
因子 对学校满意度 英语学习价值 对教师认同感 英语学习信心 英语学习兴趣
题目数 5 5 4 4 4
引言
1.学习投入
学生积极参与各项学习活动或投身于学习过程，深入地进行 思考，充满活力地应对挑战和挫折
• 美国学者对任务时间的研究 • 学生投入在学习上的时间和获得的知识成正比
1930s
1980s
• 内涵的界定和影响因素等方面 • 学习投入是行为投入、情感投入、认知投入三者 间的有机统一
引言
2.情感投入 重要组成部分
评价
优点
研究方法更加系 统，适合探索多 变量，多维度研 究分析
相关理论研究支撑 紧紧出现在阐述之 后，没有全部罗列 在引言中 提出了未来研究可 以开展的方向，并 提供了信度效度较 高的量表
不足
没有呈现调查问卷 的全部题目，尤其 是剩余6个题目
研究工具中并没有 介绍访谈的类型和 大致内容
建议
以往的研究更加注重 学习者内在情感投入， 对外在情感投入的研 究较少，未来可以着 重对外在情感投入的 研究 本研究中的6个因子累 计解释61.15%的方差， 表明还有其他因子可 以纳入英语学习情感 投入这个范畴
英语学习情感投入成分的探索性因子分析 英语学习情感投入成分的验证性因子分析
英语学习情感投入对学习成绩的作用
讨论 主要研究结果及分析 实践建议
摘要
内在情感投入
英语学习兴趣
英语学习信心
直接正向预测
英语学习价值 探索性因子分析 结构方程建模
学习成绩
学校满意度
中介 间接预测
外在情感投入
学校归属感
教师认同感
结果与讨论
3.3 英语学习情感投入对学习成绩的作用
构建英语学习情感投入对学习成绩关系的假设模型
结果与讨论
3.3 英语学习情感投入对学习成绩的作用
根据AMOS系统提示的估计值、修正路径对假设模型 进行修正，修正后的模型拟合度结果如下
结果与讨论
3.3 英语学习情感投入对学习成绩的作用
修正后的模型见图2
结果与讨论
3.4 讨论
英语学习信心
英语学习兴趣 英语学习价值
• 自信心强大的学生主动进行语言实践，富有冒 险精神，不害怕犯错误，学习成绩进步快 • 学生没有信心学会外语，害怕犯错误，容易丧 失运用外语交际的机会，学习效果则不理想 • 外语学习兴趣浓厚的学生，学习动机较强，在外 语学习投入大，成绩往往较好 • 不感兴趣的学生，学习动机低落，主动性不强， 学习投入不高，学习效果差 • 学生对英语学习价值越关注，就越努力学习，从而取得 好的学习成绩 • 学生对英语学习价值认识不足，就会不重视英语及英语 学习，缺乏意愿和动力，很难取得较好的学习效果
第二次探索性因子分析
英语学习 兴趣
学校满意 度
英语学习 信心
英语学习 价值
教师认同 感
学校归属 感
KMO值=0.774
Barlett球体检验 值0.000
2个因子，累计解 释69.75%的方差
英语学 习兴趣
第二次探索性因子分析
英语学习 信心
内在情 感投入
英语学习 价值 对学校 满意度
外在情 感投入
315
研究方法 2.2 研究工具和程序 访谈
调查问卷初测
（210人）
大学生外语学习 情感投入量表
（315人）
SPSS19.0
AMOS17.0
• 就英语 学习情 感投入 的相关 问题进 行访谈
• 5级里克特量 表，25个题 目，参考其 他国内外研 究成果，进 行信度效度 检验
• 5级里克特量 表，30个题 目，结合访 谈修正补充
提出者：Charles Spearman
结构方程模型（社会科学方法）
结构方程模型是基于变量的协方差矩阵来分析变量之间关系的 一种统计方法，是多元数据分析的重要工具。 很多心理、教育、社会等概念，均难以直接准确测量，这种变 量称为潜变量，如智力、学习动机、家庭社会经济地位等等。 因此只能用一些外显指标，去间接测量这些潜变量。传统的统 计方法不能有效处理这些潜变量，而结构方程模型则能同时处 理潜变量及其指标。 态度、行为等变量，往往含有误差，也不能简单地用单一指标 测量。结构方程分析容许自变量和因变量均含测量误差。
本研究从学习者角度 进行分析，可以尝试 教师角度，如教师英 语基本功，教学能力， 责任感，教学风格和 师生关系对英语学习 的作用机制
本研究讨论学生情感 投入对学习成绩的影 响，可以从学习者个 体差异、学习方法和 学习策略等角度开展 研究
文献
序号 题名 1
作者
来源
发表时间 2018-01-17
数据库
2
3
对情感投入的内涵和维度阐释不够 系统性较弱
直接针对外语学习环境下的情感投 入研究成果鲜见
引言
研究问题
• 大学生英语学习情感投入的主要成分 有哪些？ • 大学生英语学习情感投入是否对学 习成绩构成影响，其作用机制如何
1 2
研究方法 2.1 被试
性别 男 女 未知 数量 159 152 4 非英语专业 （计算机、机械、 自动化、会计等） 专业 总计
对学校归属感
总计 累计解释方差
3
24 61.15%
结果与讨论
3.2 英语学习情感投入成分的验证性因子分析
测试一个因子与相对应的测度项之间的关系是否符 合研究者所设计的理论关系。验证性因子分析往往 通过结构方程建模来测试。在实际科研中，验证性 因子分析的过程也就是测试模型的检验过程。
验证性因子分析是使用建模的方式对探索性因子的 结果进行验证
关于教师情感投入对 专科院校学生英语学 习的重要性探讨 微信对大学生英语学 习情感因素的作用研 究 多媒体环境下高中英 语听说教学情感策略 研究
严宏尧
校园英语
期刊
2
刘丽君
教育理论与 实践 英语广场
2018-03-25
期刊
3
司岩
2018-01-15
期刊
4
非英语专业学生自尊、 林小珍等 语言焦虑与英语成绩 的关系研究 校园文化满意度对大 学生的归属感的影响 因素分析 王莉娟
结果与讨论
3.4 讨论
学校和课堂是广大师生进 行工作、学习和交往的重 要场所，势必对外语学习 和教学产生很大的影响
融洽的师生关系反映了师 生间的更多情感交流，营 造了民主温暖的人际互动 关系，可以促进学生积极 参与和投入
学生满意度对于语言学习 非常重要，可以促进学生 的投入，进行有意义的学 习
为学习者提供一个关注到 他们的情感、心理和社会 需求的学习环境，就能大 大激发学习语言的动机， 从而提高学习成绩
英语学习情感投入的构成及其 对学习成绩的作用机制