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
College of Foreign Languages and LiteratureNorthwest Normal University题目：Motivation and Second Language Acquisition 班级：12级英语5班姓名：王文秀任课教师：曹依民提交日期：2015年7月3日评语及成绩：签名：日期：Motivation and Second Language Acquisition摘要在对第二语言学习的研究中，学习动机被认为是语言学习者个体因素中最具能动性的因素之一，它受到了众多研究者和教育工作者的关注。
随着全球化的发展，第二语言的重要性显而易见。
这就要求我们要深入研究了解动机与第二语言学习。
本文将从理论和实际应用的角度研究第二语言习得中的动机问题。
本文先从学习动机的定义出发阐述不同语言学家对动机不同角度的定义，包括被语言学家公认为合理的由Gardner & Lambert所下的定义，以及从人本主义角度出发的马斯洛的需求理论中对动机的定义，从而发现这些定义的局限性。
在阐述定义的基础上，文章从行为主义、人本主义及认知角度分别运用强化理论、需求理论及归因理论来研究及分析动机，说明对第二语言研究的意义。
随后采用语言学家Keller对影响学习动机的四大主要因素的划分，从兴趣、相关性、期待及对结果的满意度简要阐述影响学习的因素及其影响。
本文旨在帮助第二语言学习者意识到动机在二语习得的重要性。
关键字：动机，第二语言习得，定义，影响因素AbstractMotivation is one of the important affective factors widely studied on the second language acquisition by language learning researchers in the past years. With the development of globalization, the importance of the second language acquisition is obvious. So it is necessary for us to profound motivation and second language acquisition.This paper will research motivation in the second language acquisition from the theory to application, beginning with its different definitions given by different linguists on the base of various theories. It includes the well-accepted definition given by Gardner & Lambert, popular one defined by Maslow from humanistic perspective and other definitions proposed respectively by different linguists. In the process, the limitation of these definitions will be found. Then, the thesis focuses on the study and analysis of motivations from behavioral, humanistic and cognitive perspectives with the application of reinforcement theory, need theory and attribution theory to prove the significance of researching second language acquisition. Then, the author analyses affecting motivation factors，including interest, relevance, expectance and satisfaction or outcomes, which are divided by linguist Keller. This paper aims to help language learners realize theimportance of motivation in the second language acquisition.Key words: motivation, second language acquisition, definition, affecting factors1. IntroductionMotivation plays a vital role in the foreign language acquisition. A lot of linguists and psychologists believe motivation is one factor affecting language learning efficacy, the impulse stimulating persons to conduct certain activities, a kind of inner power promoting foreign language learning, and a type of conscious and positive state of psychology in learning activity. Regarded as one important element in language learning, motivation has been explored for more than fifty years by a lot of linguists, but the awkward situation still exists in present language learning setting. Many experts have done a lot of research around it and made contributions to it.With the development of globalization, the importance of the second language acquisition is obvious. So it is necessary for us to profound motivation and second language acquisition. This paper aims to explore and analyses language learning motivation from different perspectives: behaviorism, humanism and cognition, making reference to various classifications and definitions of motivation.The thesis is made up of six parts besides an introduction, a conclusion and a bibliography. Part two is literature review. Part three presents some basic theories in motivation. In this part, behaviorism, humanism and cognition are discussed. Part four is analysis of factors affecting motivation in detail. It consists of interest, relevance, expectance and satisfaction or outcomes.This paper pays attention on three questions:1.What is the definition of motivation?2.What are factors affecting motivation?3.How does the motivation affect second language acquisition?2. Literature reviewAlthough the term "motivation" is frequently used in education contexts, there is little agreement among experts as to its exact meaning. Various definitions of motivation have been proposed over the course of decades of research. What we concern about motivation is mainly confined to EFL study, so we should put our emphasis on specific category.From the middle of 20th century, especially around 1990s, new definitions appeared with the developments in psychology. Motivation was then redefined as a dynamic process rather than astatic inner state. However, there is still disagreement about the definition of motivation.2.1 Definitions of MotivationMotivation is one of the main determinants of second language learning achievement and, accordingly, the last three decades have seen a considerable amount of research investigating the nature and role of motivation in the L2 learning process. Much of this research has been initiated and inspired by two Canadian psychologists, Robert Gardner and Wallace Lambert, who, together with their colleagues and students, grounded motivation research in a social psychological framework.2.1.1 Gardner's DefinitionIt's the fact that Gardner's definition of motivation in Second Language Acquisition (SLA) is the best known, frequently-quoted and under revision with the time passing. Gardner and Lambert (1972) define ‘motivation’ in terms of the L2 learner’s overall goal or orientation. Gardner also proposed that all these three components were necessary to properly describe motivation in language learning. Any single one of them cannot reflect true motivation, so they must co-exist with each other.Eight years later, Gardner and Maclntyre (1993) defined motivation as "the desire to achieve a goal, effort extended in this direction and satisfaction with the task." Gardner's definition is based on social psychology stressing the social nature of L2 learning. In his view, apart from learning grammar and language skills, the learning of an L2 involves an alteration in self-image, the adoption of new social and cultural behaviors which have a significant impact on the social nature of the learner. As we know, Gardner and his colleagues' researches are conducted among typically bilingual setting---Canada, where learners' language learning is greatly influenced by the learners' attitude towards the target language, therefore there is inevitable limitations existing in this definition by nature. Besides its shortcomings, Gardner and his colleagues had made great contributions to the motivation research in the late 1980s; other theorists began to challenge his theory and re-conceptualize the construct of L2 learning motivation.2.1.2 Brown’s DefinitionBrown (1981) identifies three types of motivation: (1) global motivation, which consists of a general orientation to the goal of learning a L2; (2) situational motivation, which varies according to the situation in which learning takes place (the motivation associated with classroom learning is distinct from the motivation involved in naturalistic learning); (3) task motivation, which is themotivation for performing particular learning tasks.2.1.3Williams and Burden's DefinitionWilliams and Burden (1997) defined motivation as "a state of cognitive and emotional arousal, which leads to a conscious decision to act, and which gives rise to a period of sustained intellectual and/or physical effort, in order to attain a previously set goal or goals.” In order to make this definition more clearly, Williams and Burden (1997) presented a three-stage model of interactive factors within the social context: reasons for doing something----deciding to do something---sustaining the effort or persisting.From this model, we can see that firstly there must be some reasons to impel learners to undertake a particular activity; secondly, we should consider what is actually involved in deciding to do something and an individual may have strong reasons for doing something but without taking actual action; thirdly, people need to sustain the effort required to complete the activity. In this model, "deciding to do something" plays a central role.2.1.4 Maslow's DefinitionAccording to Maslow, "motivation is constant, never ending, fluctuating and complex, and it is an almost universal characteristic of particularly every organic state of affairs.” And his "need theory" can clearly and satisfactorily explain the language learners' motivation in all the learning environments. The need hierarchy is as follows (S.S.Chauhan, 1985):2.1. 5 Dornyei and Otto's DefinitionDornyei and Otto (1998) stated that "in a general sense, motivation can be defined as the dynamically changing initiates, directs, coordinates, amplifies, cumulative arousal in a person thatterminates and evaluates the cognitive processes whereby initial wishes and desires are selected, prioritized, operationalized and successfully or unsuccessfully acted out" In this definition, motivation is viewed as a dynamic process in which many variables influence the learner's performance but they do not mention the sustaining of the learning motivation.2.1. 6 Keller's DefinitionKeller (1983) defined motivation as "Motivation refers to the choices people make as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in this respect."Besides definitions given above, Kanfer and Ackerman (1989) made it more explicit by defining motivation as "the direction of attentional effort, the proportion of total attentional effort directed to the task (intensity), and the extent to which attentional effort toward the task is maintained over time (or persistence)." Oxford defined motivation as "what makes students want to learn languages and what causes them to put forth the effort to persist in this difficult adventure" (Oxford, 1996, p. 1). According to H.W Bernard, "motivation refers to all those phenomena which are involved in the stimulation of action towards particular objectives where previously there was little or no movement towards those goals."In view of all these definitions, we can get the information that language learning motivation is the reason for learning the language, the central force or inner power that impulses people to go in the language learning process, how much conscious intellectual and physical effort the learners make to attain a previously set goal and how long the learner keeps this effort.3. Theories on MotivationMotivation is a vast and complicated subject with many theories in educational psychology. The main approaches are behavioral, humanistic and cognitive ones, which highlight different dimensions of motivation. However, there is no absolutely, straightforwardly and unanimously accepted concept of motivation, let alone the description of its nature within one framework. Different from the instinct theory studying the innate characteristics of motivation born in human beings, the behaviorism attaches more importance to the external factors for the study of motivation.3.1 BehaviorismBehaviorism, a theory about animal and human learning way which only focuses onobjectively observable behaviors and discounts mental activities, has an important impact on psychology, education and language teaching.Behaviorists like Skinner take the notion that behavior is a function of its consequences, so the learners will repeat the desired behavior if positive reinforcement (a pleasant consequence) follow the behavior. Behaviorists prefer to explain human behaviors with formula S---R, believing motivation is a kind of impulsive force aroused by outside stimuli. According to Skinner, motivated behavior results from the consequences of the similar previous behavior and in other words, the consequences of previous behavior influence learners. Once learners obtain positive reinforcement for certain behavior, they tend to repeat it with vigor, vice versa learners tend to lose interest, and evade their performance and study.Behavioral interpretations of learning can provide reasons to explain why some learners react favorably to particular subjects but dislike others. Some learners may enter a classroom with a feeling of delight, while others feel uncomfortable or aversive to it. B.F.Skinner suggested that such differences could be traced back to their previous experiences, arguing that the learner who loved this subject had been shaped to respond that way by a series of positive experiences with the subject while the learner disliking the subject might have suffered a series of negative experiences.In brief, reinforcement methods are probably best used with learners who exhibit high anxiety about learning, poor motivation to learn, or a history of academic failures. And it is effective methods frequently used by teachers in classroom setting.3.2 HumanismMotivation and needs are closely related. On the one hand, we regard motivation as the fulfillment of a kind of needs, and on the other hand, human needs serve as drives or incentives which impulse one to take an action.When we study motivation from the perspective of humanism, it is necessary to mention hierarchy of needs proposed by Maslow. He formulated a five-fold hierarchy of human needs which began with biological needs and made progress upward to the self-actualization. According to Maslow, "motivation is constant, never ending, fluctuating and complex and that it is an almost universal characteristic of particularly every organic state of affairs." His need theory can clearly and satisfactorily explain the language learners' motivation in all learning environments. The need hierarchy is as follows (S.S.Chauhan, 1985):Although Maslow's theory has been confronted with a number of critiques and contradictions, it provides a useful way of thinking about the factors that activate human action. In terms of Maslow's needs hierarchy，needs for foreign or second language learning would mainly center on the psychological aspects of the second level in the hierarchy and, when those needs are satisfied, would relate to the third, fourth, and fifth levels in the pyramid. Additionally, as the needs at one level are met, their importance in motivating individual decreases, and the next higher level of needs becomes the strongest source of goal-directed behaviors.In view of Maslow's need hierarchy，failure to satisfy students' needs for safety and security in the foreign or second language learning setting probably hinder their risk-taking, accordingly, these psychological insecurity will make L2 learners very anxious ( MacItyre & Gardner, 1991) and they will regress in their needs, motivation, and performance in the classroom.3.3 CognitionAs its name implies, cognitive approach, emphasizing mental processes places itself in processes. Since the 1960s, the mechanistic approach to human motivation has given way to a more cognitive approach. The common element shared by particular cognitive theorists is the belief that it is necessary to examine a class of intervening variables when explaining behavior. The theoretical foundation of a cognitive approach can be traced to the writings of Kant (31) and to phenomenological thinking. Uan de Geer and Jaspers note that cognitive theory ranges from neobehavioristic mediation to phenomenological interpretation.A cognitive theory of behavior assumes that the first stage in the chain of events initiated bythe stimulus situation and resulted in the behavioral act is the construction of cognitive representation of the distal environment. The later events in the chain are aroused, modified and guided by this cognitive representation. The cognitive representation thus acts as the effective environment which arouses motives and emotions, and guides overt behavior toward its target or goal.The famous theory annotating motivation is attribution theory. People, after finishing one task, are likely to look for the reason why he can succeed or suffer failure, which is the first objective base, on which psychologist attribution. F. Heider, the one proposing attribution theory, believed explore people possessed two needs of understanding world and controlling environment. Ability and effort are internal characteristics; task difficulty and luck belong to external factors; task difficulty and ability are stable factors, whereas effort and luck change with variable situations. According to attribution theory, higher satisfaction occurs when success is self-attributed than those attributed to external factors. When people believe themselves---rather than luck, fate, the teachers, or an easy test have created the successful performance, they are happier with themselves and their skills.Attribution theory can explain, to some extent, the phenomenon that failure or success can have different effects on different individuals. It also gives implications for teachers in teaching by helping students setting up correct attribution.Many theorists advocate that the construct of motivation is not as a single entity but as a multifactoral one and they apply different ways to probe into motivation. Besides the motivation theories discussed above, Heider's naïve psychology, Jones & Davis' correspondence theory and Kelley's covariation theory all shed light on the motivation, explaining human beings learning motivation from different perspectives.4. Analysis of factors affecting motivationFor the last few decades, research on motivation in the field of second language has been strongly influenced by Gardner's Socio-Educational Model. However, other researchers, such as Crookes and Schmidt (1991), regard motivation as a much more complex construct than the one culturally related dichotomy, especially in different contexts of foreign language learning.Crookes and Schmidt (1991) then proposed an expanded definition of language learning motivation by applying Keller's education-oriented theory of motivation as their base. Keller(1983) identified four major determinants of motivation:①interest in the language based on existing attitudes, experience, and background knowledge on the learners' part;②relevance, which involves perception that personal needs, such as achievement, affiliation and power being met by learning the language;③expectancy of success or failure; and ④outcomes, i.e., the extrinsic or intrinsic rewards felt by the learner.4.1 InterestInterest, one of important inner incentives, plays a very important role in the language learning process. Interest in learning can be defined as a desire to acquire new information and to find out new objects, events and ideas. This may involve approaching and acquiring information about something new, seeking new information concerning something that the students have already known about (Katherine, 1981).4.1.1 Direct Interest vs. Indirect InterestInterest can be divided into two categories---direct interest and indirect one. Direct interest, resulting from direct learning materials and the learning process, can attract learners' attention and arouse their interest quickly, but it cannot last for a long time. For example, new information can provoke learners' interest directly, but when learners meet difficulties in the learning process or have not made any progress for a long time, they will lose the interest in it even abandon it Indirect interest, resulting from students themselves and lasting much longer, can spur learners to devote more strength and energy to study. With indirect interest, highly motivated students can set their own learning goals and tasks, adopt various learning strategies and make full use of any chances to enhance their ability or enlarge their knowledge horizon. Hence, cultivating students' indirect interest can do favor for language learning.4.1.2 Significance of InterestDeci and Ryan held that interest was "an important direct role in intrinsically motivated behavior in which people naturally approach activities that attract them". In other words, interest is believed to be a necessary and efficient means to provoke learners' intrinsic motivation, so it is a manifestation of inborn capabilities in terms of competency, self-assessment as well as personal accomplishments. It is acknowledged that whether the students are interested in English language learning directly influences the success or failure of English teaching and students' performance. Only students' interest in language learning is inspired, will they take the initiative or become active in learning English well.4.2 RelevanceThe second element is relevance, which refers to the extent to which the students feel that the instruction is connected with important personal needs, values, or goals. It is a prerequisite for "sustained motivation" and requires the perception of the learners that their personal needs are satisfied by the learning situation. Relevance, at a macro-level, associates with the motivation theories of needs hierarchy, achievement motivation, competence motivation, and reinforcement value; at the level of learning situation, it refers to the extent to which the classroom instruction and course content are seen to be conductive to achieving the goal, that is，to master the L2There are several kinds of learners' needs: instrumental needs, which are met when the learners have the belief that the content of a lesson is what they want; needs for achievement, for autonomy, for affiliation, for endurance, for aggression, for power, and so on.Keller (1983a, 1983b) proposed that motivation could be enhanced when students perceived that the learning activities could satisfy their basic needs, such as needs for achievement, power, or affiliation. In other words, teaching materials, teaching methods, level of difficulty should be correspondent to or related with students' needs and learning goals.4.3 ExpectanceThe third determinant is expectancy which refers to students' perceived likelihood of achieving success through personal control and is related to the learner's self-confidence and self-efficacy at a general level; it concerns perceived task difficulty, the amount of effort required, the amount of available assistance and guidance, the teacher's presentation of the task, and familiarity with the task type at the level of the learning situation. According to Keller (1983a), this category encompasses the motivation theories of locus of control, attribution theory, learned helplessness, personal causation, and self-efficacy.4.4 Satisfaction or OutcomesThe fourth determinant of motivation is satisfaction or outcomes that are related with the extrinsic or intrinsic reward felt by the learner. Activities for which the motivating forces are outcomes have been referred to as extrinsically motivated, as opposed to those which are intrinsically motivated. Satisfaction or outcomes include the satisfaction of goal fulfillments and its effects on motivation for involving in similar activities in the future. The learners will become unmotivated or less motivated once the outcomes of their great efforts are inconsistent with theiroriginal expectations, the grading system is subjective and arbitrary, or the intrinsically motivated person is confined into an externally controlled contingency system.Different factors and various teaching methods have close relationship with outcomes. Keller deemed that unexpected, noncontingent rewards rather than anticipated, salient, task-contingent rewards; verbal praise and informative feedback rather than threats, surveillance, or external performance evaluation could give learner better satisfaction or outcomes. In order to maintain a good learning setting to meet learner's satisfaction, consistent standards and consequences for task accomplishment should be held. Allowing students to use a newly learnt skill in a realistic setting can arouse their senses of satisfaction to a large degree.5. ConclusionThis paper has explored and analyzed language learning motivation from different perspectives: behaviorism, humanism and cognition, making reference to various classifications and definitions of motivation. On the basis of the above discussion, we know that motivation is one of the important affective factors widely studied on the second language acquisition. The influence of motivation to the foreign language learners is profound. This paper presents a study of motivation and second language acquisition. After studying this paper, we can conclude that: First, the definition of motivation is various from different perspectives. And there is some limitation for these definitions, such as narrow perspectives on motivation. So it is necessary for human being to research deeply.Second, factors affecting motivation play much important role in second language acquisition. Strong motivation and confidence can let learners pay much attention and time on learning and hold positive attitude and help them keep in touch with native speakers and go into society. So, it is the key of mastering second language to help learners to build correct affective.Third, Motivation plays a vital role in the second language acquisition. The question is how to deal with them properly. Therefore, it is the key to help language learners to establish correct motivation.In conclusion, in view of present studies emphasizing excessively the theoretical research, and the notion that theory serves application, researchers come up with some implications for the interests of learning, serving as methods to arouse learning motivation, improving the presentsituation and enhancing language learners' awareness of motivation.Bibliography1.Alma C. Spithill, Motivation and Language Teaching. Hispania, V ol. 63, No (Mar., 1980), pp.72-76.2.Fred W. Danner; Edward Lonky, A Cognitive-Developmental Approach to Effects of Rewardson Intrinsic Motivation. Child Development, V ol. 52, No.3. (Sep., 1981), pp.1043一1052. 3.Gardner, R. C. Language Learning Motivation: The Student, the Teacher and the Researcher,University of Western Ontario, 2001.4.Gardner, R. C. & Tremblay, P.F. On Motivation: Measurement and Conceptual Consideration.The Modern Language Journal, V ol. 78, No.3. (Autumn, 1994), pp.359-368.5.Jeffrey A. French, Alan C. Kamil, & Daniel W. Leger, Editors, 2001. EvolutionaryPsychology and Motivation. Lincoln and London: University of Nebraska Press.6.Rebecca Oxford; Jill Shearin, Language Learning Motivation: Expanding the TheoreticalFramework, The Modern Language Journal, V ol. 78, No.l.(Spring,1994), pp.12-18.7.Robert C. Beck, Motivation: Theories and Principles (Forth Edition), Wake Forest University,pp 326-330.8.Russell G. Green & William W. Beatty & Robert M. Arkin, Human Motivation:Physiologival, Behavioral, and Social Approaches. Boston: Allyn and Bacon. pp. 9-243.9.包兰兰，A Study of the Relationship Between Language Learning Strategy and LearningMotivation，成都理工大学.May, 2005.10.陈维亚，学生学习动机的形成与发展，《中国教育学刊》，1999, 5 , pp.34-3 511.《高等教育心理学》。
二语习得理论与大学英语教学探讨论文
二语习得理论与大学英语教学探讨论文二语习得理论与大学英语教学探讨论文摘要：对于国内英语教育教学工作者而言，如何做好英语教学工作是一个极为重要的研究课题。
笔者就此阐述了二语习得理论的几种假设，进而探讨了二语习得理论指导下的大学英语教学，希望有所指导和帮助。
关键词：大学英语;本质;假设;二语习得理论二语习得理论这一观念形成于第二语言习得过程与规律的深入研究，对于现代英语教学有着重要的指导作用。
学者们自上世纪七十年代起就开始着眼于不同角度来研究二语习得理论，其中以克拉申所提出的第二语言习得理论最为完善。
笔者基于克拉申关于二语习得的过程与本质的几种加设展开论述，并就二语习得理论指导下的大学英语教学策略展开如下论述。
一、二语习得理论的几种假设（一）习得与学得加设克拉申提出学习者在学习第二语言时能够通过两种途径获取语言的能力内化目的语，首先是利用语言习得，基于语言体系的无意识构建来获取语言能力，利用自然习得，通过目的语的无意识交流提高语言能力。
其次是利用语言学得，即有意识地学习语言并获取语言能力的过程。
（二）输入假设根据输入假设理论，二语习得行为必须基于如下前提：语言习得者语言输入水平必须高于当前水平，学习者对于语言输入的大部分内容都较为明了，但仍然需要做出努力方可掌握余下部分，这样才能更好、更快地进步。
但克拉申强调语言输入不可超出现有学习水平太多，或与之过于接近。
（三）情感过滤假设该学说认为学生学习并掌握目的语的良好前提是大量适宜的语言输入环境，但二者并非等同，二语习得进程同时也受情感因素的制约。
换而言之，在情感过滤后语言输入才能够实现语言吸收，其中情感因素的作用可能是正向促进，亦可能是负面阻碍。
因此，在教学过程中，教师应尽量创设出低度情感过滤环境，以有效解决学生心理障碍，为输入与输出效果创设有利前提。
二、二语习得理论指导下大学英语教学的有效策略（一）习得与学得的统一结合习得和学得是英语教学中不可分离的两个要素，更是学生获取语言能力的两种必要方式，教师切忌因缺乏习得自然环境而对习得机制的固有作用加以否定，更不能单纯侧重于习得作用而对学得意义有所忽视。
语言习得能力应用影响论文(共3篇)
语言习得能力应用影响论文（共3篇）本文从网络收集而来，上传到平台为了帮到更多的人，如果您需要使用本文档，请点击下载按钮下载本文档（有偿下载），另外祝您生活愉快，工作顺利，万事如意！第1篇：论母语对第二语言习得的影响1母语习得与第二语言习得母语与第二语言的概念母语是指本民族的语言，所以也叫本族语，与外族语或外国语相对应。
本族语和母语通称为第一语言。
第一语言首先是母语，是儿童出生后不久便开始习得并掌握的那种语言。
在多数情况下，第一语言就是母语，但也有有的人的第一语言并不是母语。
第二语言是泛指获得第一语言之后再学会的一种语言。
“习得”与“学习”的差异语言学家克拉申（，1985）首先区分了“习得”（Acquisition）与“学习”（Learning），并赋予它们不同的意义，用它们去解释第二语言学习现象。
在他看来，第二语言也能习得，“习得”的方式跟儿童习得母语一样，是自然学到的。
而“学习”指在正规的课堂和学校环境里有意识地学习语言，重点在于掌握语言的形式，运用时又常常想到所学的规则。
2母语对第二语言习得的双重作用母语对第二语言习得的影响主要是通过语言迁移来实现的，所谓语言迁移，主要是指母语的习惯转移。
这种母语习惯转移，可能是积极的，也可能是消极的。
当母语规则与目标语规则相同时，迁移可为积极的；当母语与目标语之间出现差异时，迁移多为消极的。
正向迁移是指对学习有利的语言习惯转移，在母语与第二语言有相同的形式时会出现这种情况。
母语与目标语的相似之处容易为学习者掌握。
负向迁移也叫干扰，就是由于套用母语知识学习第二语言而带来的负作用，对新语言的学习，母语起到了干扰作用。
总之，语言的正迁移对学习外语起到积极作用，负迁移起消极作用。
母语对第二语言习得的干扰作用母语在语音层面上的负迁移英汉语分属于两个不同的语系，其差别较之属于同一语系的语言来说又要大些。
按照对比分析学派的观点，这将会导致学习中的母语负迁移。
中国学生学习英语时汉语负迁移在语音方面的表现主要如下。
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。
课程与教学论论文：第二语言习得与文化适应
第二语言习得与文化适应摘要：随着中国的国际地位日益提高，与世界交流日益频繁，第二语言习得已经成为我们语言学习中不可或缺的一部分。
语言学的不断发展使我们对第二语言习得的研究越来越深入，不同的流派从不同的角度对第二语言习得的研究作出了自己的独特的贡献。
本文将对文化适应模式的主要内容进行简单介绍，并通过文化适应模式对对外汉语教学的实用性与积极影响，进行进一步阐述。
关键词：一．前言第二语言习得如今已是我们课程学习中不可或缺的一部分，习得的成功与否受诸多因素的影响,内在因素包括：年龄因素、个体学习动机、性别差异以及个体本身的语言能力适应性等，外在因素包括第二语言和母语之间的差异和转移、母语发音的干涉、不同语言文化背景的影响等。
若想成功习得第二语言,必须掌握各种内外因素对二语习得的影响及它们之间的相互作用。
学习讲求效率与捷径，不同流派以不同角度对第二语言的习得进行了研究，都有其独特的贡献，本文将对二语习得中的“文化适应”假说进行介绍，并对其进行评价。
二．文化适应假说根据网络上检索出的资料，文化适应的定义可以理解为:（1）对于周边文化中包含的行为模式的适应, 尤其是儿童对于异国文化的适应。
（2）同化新观念于现有认知结构的过程。
（3）一个社会共有的认知和价值观念。
我们可以看出：当学习者身处异国他乡，为了生存，他们必须要适应这个国家的文化、学习这个国家的语言，所以第二语言习得的过程也可以看成第二文化习得的过程。
文化适应模式是第二语言习得理论中的重要概念，是由美国学者舒曼于1978 年首次提出。
舒曼从文化与语言的关系出发，把第二语言习得的过程看做是文化适应的一部分，认为第二语言学习者对目的语文化的适应程度决定该目的语掌握的程度。
并于1976 年提出了“洋泾浜假设”，旨在说明文化适应取决于社会距离、心理距离两个因素。
舒曼认为“第二语言习得是文化适应的一个方面，一个人自己的文化与第二文化适应程度决定了一个人习得第二语言的成败”。
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。
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。
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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。
全面准确地认识Krashen的二语习得理论,对于更好的理解外语学习性质,推动外语教学有着积极意义。
二．文献回顾Krashen的二语习得理论相信大家都很熟悉，它作为二语习得重要的一部分，对我们的二语习得具有重要的意义。
根据Krashen的理论，人类第二语言的执行有两个独立的系统，即“习得系统”和“学习系统”。
习得是下意识的学习过程，类似于儿童学习第一语言（母语）的过程。
它需要有意义的交换目标语- 是指讲话者不是集中在言语的形式上而是交流行为本身的自然交流。
学习系统是正式教育的产物，他在有目标的过程中学到了有意识的语言，例如：语法规则等等。
Krashen 认为习得重于学习。
下面我就Krashen的二语习得理论作出详细分析。
三．语言习得与学习假说（acquisition & learning hypothesis）1..地位：监察模型（monitor model）中占基础（the most fundamental）地位的。
2.内容：理论的出发点和核心是对“习得”（acquisition）和“学习”（learning）的区分，以及它们在二语习得过程中所起作用的认识。
3.区别：（1）“习得”指学习者在自然语言环境中，无意识地（subconscious）将隐性知识内化。
学习者不注意话语的形式，只注意他们所要表达或理解的意义。
“学习”是指(通常是在正式的教室环境中)有意识的学习语言规则的过程，有意识地（conscious）学习语言的显性知识；这种学习是系统的、正规的。
学习者通过教师的讲解或自己对语法书的阅读而了解到一些语法规则，并且能感悟和谈论这些规则。
习得的语言系统处于大脑左半球语言区，是自发语言运用的根本。
而学习的系统虽在左半球，但不一定在语言区。
只有“习得”才能直接促进第二语言能力的发展，才是人们运用语言时的生产机制；而对语言结构有意的了解作为“学得”的结果，只能在语言运用中起监控作用，并非语言能力本身的一部分。
监察假说（monitor hypothesis）1.地位：监察假说与语言习得与学习假说密切相关，它体现了“语言习得”和“语言学习”的内在关系。
它是krashen监察模型的核心假说。
2.内容：语言习得系统，即潜意识语言知识，才是真正的语言能力。
而语言学习系统，即有意识的语言知识，只是在第二语言运用时起监控或编辑作用。
这种监察功能既可能在语言输出（说、写）前也可能在其间，也可能在之后。
3.三个先决条件：①说话者要有时间（having time）。
②说话者注重语言形式（focusing on form）。
③说话者知道规则（knowing the rule）。
4.检查后出现的三种情况：①过度监察者（monitor over-user）。
②监察不足者（monitor under-user）。
③合理监察者（optimal monitor）。
5.合理监察：学习个体应根据情况合理使用监控功能。
在进行口头表达时，人们通常关注的是说话内容而不是形式，而且此时如果说话者过多地使用监控功能，不断地纠正自己的语法错误，说起话来就会结结巴巴，妨碍交际的顺利进行。
所以此时可少用或不用语言的监控功能。
但在书面表达时，人们通常更重视语言形式，即表达的正确性。
所以此时就很有必要用语言的监察功能来纠正表达中的错误。
自然顺序假说（natural order hypothesis）1.内容：这个假说认为，人们对语言结构知识的习得是按一个特定的，可预测的（predictable）自然顺序进行的。
在语言习得的过程中，一些语法结构会先于其它语法结构被学习者掌握，而且这种先后顺序与学习者的年龄、母语背景及学习条件等无关。
例如，在儿童和成人将英语作为第二语言学习时，掌握进行时先于掌握过去时，掌握名词复数先于掌握名词所有格。
2.①Learnable：Simple rules which be learned more easily should be presented firstly。
②Portable：Rules that can be carried around in the learners head should be presented。
③Not yet acquired：Rules that our students have already acquired need not be taught。
Only rules that have not been acquired need to be taught。
语言输入假说（input hypothesis）1．内容：Krashen试图用这一假说解释学习者怎样习得语言，尤其是外语。
他认为只主张输入不够，学习者需要的是“可理解输入”（comprehensible input），习得者的内在加工机制才能够运行。
在这个假说中，只有当习得者获得比他现有语言水平略高一点的第二语言输入，而他又能把注意力集中到对内容的理解而不是形式时，语言习得才能产生。
这就是krashen著名的i+1公式。
ｉ代表习得者现有的水平，１代表略高于习得者现有水平的可理解的语言输入。
如果语言交际获得成功，语言输入可被理解且保证有足够的输入量，那么i+1会自动提供给习得者。
也就是说，如果习得者首先理解语言的意思，语言结构便会自然习得。
输入假说还强调，语言使用能力不是教出来的，而是随着时间的推移，通过接触大量的可理解输入之后自然形成的。
因此这一假说关注的是语言习得而非学得。
Krashen还给出了理想输入应满足的条件：第一，输入是可理解的；第二，输入是有趣或相关的；第三，输入不按照进行；第四，输入必须有足够的数量。
2.局限：首先，在输入假说中，Krashen一味强调输入的重要性，似乎只要学习者得到足够多的可理解输入，就一定会产生语言习得，从而获得相应的语言能力。
他显然忽视了习得过程中的另一个关键环节——输出。
从理论上讲，如果只有输入没有输出，我们根本无法对学习者的语言能力做出判断。
外语学习者同样需要大量的输出训练，输出过程实际是对输入的检查验证，因为只有通过使用目的语才能将从输入中获取的语言知识付诸实践。
从教学实践来看，语言是一门实践性很强的科目。
各项技能都需要反复训练才能获得。
传统外语教学中就存在重输入轻输出的现象。
由于缺乏输出练习，学生在掌握大量的语言知识后，仍然不能自如表达，结果是有话说不出，形成所谓的“哑巴英语”。
因此，外语教师应该掌握语言输入与输出的平衡，针对可理解输入的多少给出学生相应的输出训练，以此激活语言输入，使其真正转化为语言的实际应用能力。
Krashen理论的另一个局限性来源于他的i+1模式。
ｉ代表学习者的现有水平，１代表略高于这一水平的语言输入。
这种说法看似有道理，但在实际教学中缺乏可操作性。
学习者个体差异极大，他们的现有水平ｉ如何测定，略高一点的语言输入１究竟是多少，Krashen都没有给出具体标准。
他虽然提出理想的可理解输入需要足够的量，过多或过少都没有价值，但所谓“足够”又怎么界定。
所有这些关于量的描述在实践当中几乎是不可能被量化的，因此这一模式在教学实际中很难被推广。
情感过渡假说（filter hypothesis）1．内容：这个假说认为，有大量的可理解输入的环境并不能保证学生就可以学好目的语，语言输入必须通过情感过滤才有可能变成语言吸收（intake），习得才会发生。
此外，第二语言习得的过程还要受许多情感因素的影响。
例如，学习动机、自信、焦虑感等，它们对语言输入有着过滤作用，从而决定着学习者接收输入的多少。
情感过滤是“无意识的，由于缺乏自信心或焦虑而造成的”。
如果学习者动机强烈，有自信心而焦虑感较少，就容易得到更多的语言输入，学习效果会更好。
反之，则会影响习得的产生。
而且，“情感过渡弱”优于“情感过渡强”。
2．作用：①提供可理解的语言输入以及课程促进语言习得。
②课堂教学应当为学习者进入自然环境习得语言做好准备。
③教师减轻焦虑度。
④语法教学应限制在简单的语法规则。
⑤课堂语言交际活动的目标是“语言习得”时，避免纠正学生错误。
Summary：a．Acquisition is more important than learning。
b．In order to acquire SLA，two conditions are necessary comprehensible input containing structures a bit beyond the acquirer’s current level and a low or weal affective filter。
贡献：Krashen提出的二语习得理论是比较系统地阐述第二语言学习的理论,它的意义表现在以下几个方面:首先,他区分了习得与学习过程,这为探讨语言习得和第二语言学习的不同特点奠定了理论基础。