第二语言习得研究论文
第二语言习得研究
第二语言习得研究摘要:第二语言习得研究是近些年来发展起来的一门新兴独立学科。
对第二语言习得的研究已不仅仅限于语言学范畴,而是广泛借鉴了多学科的研究成果。
与其他社会科学相比，二语习得研究是个新领域，大都借用母语研究、教育学研究或其他相关学科的方法。
概括地说，这一领域的研究是为了系统地探讨二语习得的本质和习得的过程，其主要目标是：描述学习者如何获得第二语言以及解释为什么学习者能够获得第二语言。
关键词：第二语言习得；学科；语言学一引言作为应用语言学的一个重要分支学科，第二语言习得主要研究人们学习第二语言的过程和结果，其目的是对语言学习者的语言能力和交际能力进行客观描述和科学解释。
早期的第二语言习得理论是教学法的附庸，为服务提高教学质量而存在，1967年Larry Selinker在《语言迁移》这本专著第一次提出中介语理论，第二语言习得理论从此有了自己的研究领域而开始成为一门独立的学科。
现时的第二语言习得研究涉及三大领域，即中介语研究，学习者内部因素研究和学习者外部因素研究。
二中介语研究所谓中介语是指第二语言学习者建构起来的介于母语和目的语之间的过渡性语言，它处于不断的发展变化过程中，并逐渐向目的语靠近。
K. K. Selinker 认为，负责中介语建构的认知过程有五种，它们是：语言的迁移；训练的迁移；第二语言学习的策略；第二语言交际的策略；目的语材料的过度泛化。
Selinker 认为，学习者形成的中介语知识系统实际上是一系列心理语法，学习者利用这些语法来解释和产生言语。
这些心理语法是动态的、易于变化的，随着学习的不断深入，中介语知识系统包含了越来越复杂的心理语法。
Selinker认为，在第二语言学习过程存在着语言石化现象。
它是指某些非目的语的语法、语音等长期存在于中介语中，并且不易改变的现象。
由于存在着语言石化现象，使得多数学习者不能完全获得目的语的语言能力。
KK中介语理论后来有所的发展，但讨论的问题主要集中在中介语的三个特征方面：①中介语具有可渗透性，即组成中介语的规则并不是固定不变的，它可以受到来自学习者母语和目的语的规则或形式的渗透。
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）。
第二语言习得研究
心理语言学理论探讨语言学习过程中的心理机制和认知过程。该理论关注学习者的个体 差异、学习策略、记忆和注意等因素对语言学习的影响。
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PART 03
第二语言习得过程与特点
REPORTING
习得过程阶段划分
01
02பைடு நூலகம்
03
初级阶段
学习者开始接触第二语言 ，掌握基本词汇和语法规 则，能够进行简单的日常 交流。
掌握第二语言有助于拓宽个人视野， 增强认知能力，提高就业竞争力。
教育改革需求
许多国家将第二语言教育纳入基础教 育体系，对第二语言习得的研究有助 于优化教学方法，提高教育质量。
研究目的和问题
01
探究第二语言习得 的内在机制
揭示学习者如何掌握和运用第二 语言的规律，为教学实践提供理 论支持。
02
分析学习者个体差 异
REPORTING
认知发展对第二语言习得影响
认知能力
学习者的认知能力，如注意力、 记忆力、思维能力等，直接影响 第二语言习得的效率和质量。
学习策略
学习者在认知发展过程中形成的 学习策略，如元认知策略、认知 策略等，对第二语言习得具有重 要作用。
母语迁移
学习者的母语认知结构和经验对 第二语言习得产生迁移作用，包 括正迁移和负迁移。
文化适应和身份认同
该理论强调学习者在语言学习过程中的文化适应和身份认同。学习者不仅学习语言本身，还学习与之 相关的文化和社会规范，并逐渐融入目标语社群。
其他相关理论
神经生物学理论
该理论关注大脑在语言学习中的神经生物学基础。研究表明，大脑的某些区域与语言学 习密切相关，如布罗卡区和韦尼克区。这些区域的发展和功能对语言习得至关重要。
第二语言习得研究
第二语言习得研究第一章绪论第二语言习得研究是指人们在掌握其母语的基础上，通过学习外语来发展其语言水平的过程。
第二语言习得研究已经成为语言学、心理学、教育学等众多领域中的热门话题，因为它对于个人成长、社会交往和全球化趋势都具有重要意义。
本文将通过探讨第二语言习得研究的三个主要理论、影响第二语言习得的因素和教育应用等方面，来展开对于该话题的分析和探讨。
第二章第一语言习得和第二语言习得的比较在探讨第二语言习得之前，我们需要先了解第一语言习得，并比较其与第二语言习得之间的差异。
第一语言习得是指儿童从出生开始逐渐掌握其母语的过程，而第二语言习得则是指在已经掌握母语的基础上，通过语言输入、积极参与等手段来学习和使用外语。
相比较于第一语言习得，第二语言习得从学习者的年龄、认知能力、习得环境等方面存在明显差异。
通常来说，成年人学习外语需要花费更多的时间和精力，并且习得效果与其母语水平相关。
此外，学习者所处的环境、文化背景、语言输入等也会影响其第二语言习得的效果。
第三章第二语言习得的三个理论第二语言习得的研究主要关注三种理论：语言输入学习理论、社会学习理论和认知发展理论。
语言输入学习理论认为，学习者需要通过接触和使用语言输入来学习和掌握外语。
这种理论强调语言输入对于语言习得的重要性，尤其是对于听力和口语方面的训练。
社会学习理论认为，学习者需要参与社交交流来学习外语。
这种理论认为语言习得是一种社会过程，通过与他人互动来获得语言输入、反馈和指导，从而促进语言习得。
认知发展理论则从学习者的认知和心理发展来考虑语言习得的过程。
这种理论认为，学习者的认知和心理发展水平会影响其对语言输入和学习策略的理解和运用，进而影响其学习效果。
第四章影响第二语言习得的因素除了学习理论，第二语言习得的效果还会受到多种因素的影响。
以下列举几种影响因素：1. 个人因素。
学习者的年龄、性别、个性、天赋、母语水平等因素都会影响其语言习得的效果。
2. 环境因素。
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)。
汉语作为第二语言的习得研究
汉语作为第二语言的习得研究
汉语作为第二语言（Chinese as a Second Language, CSL）的习得研究对于中国的语言教学和国际交流合作具有重要意义。
本文将探讨相关的研究进展和主题、习得过程中的问题以及教学方法和策略等内容。
首先，对于汉语作为第二语言的习得研究，学者们主要关注学习者的语言习得过程和影响因素。
其中包括学习者的语言背景、学习动机、学习策略、语法知识、语音和语调等方面。
例如，研究发现英语为母语的学习者在汉语发音上存在较大的困难，而俄语为母语的学习者则更容易掌握汉语的语音系统。
除此之外，学习者的文化背景和认知水平也会影响习得过程。
在习得过程中，学习者可能遇到的问题包括语法和词汇的掌握、听说能力的提高、文章阅读和写作能力等。
针对这些问题，学者们提出了各种教学方法和策略。
例如，通过语言输出来提高口语水平，通过阅读来扩展词汇量和语感，通过写作来提高表达能力等。
同时，研究也发现与母语的对比和交互式教学对于提高学习者的语言能力特别有效。
此外，习得研究还包括对于教材设计和评估的探讨。
学者们致力于开发适合不同水平和目标的教材，以及评估教学效果和学习成果的方法和标准。
这样可以帮助教师和学习者更好地选择教材和教学方法，提高教学质量。
总结起来，汉语作为第二语言的习得研究对于促进汉语教学质量、丰富中国语言文化研究以及国际交流合作具有重要意义。
在未来的研究中，我们可以进一步深入探讨学习者的语言习得过程、教学方法和策略的有效
性、教材设计和评估等方面，为汉语作为第二语言的教学和研究提供更多的理论和实践支持。
第二语言习得的特性探讨 --第二语言习得和母语习得的异同
第二语言习得的特性探讨 --第二语言习得和母语习得的异同高霞
【期刊名称】《楚雄师范学院学报》
【年(卷),期】2002(017)002
【摘要】第二语言习得的特性是指这种习得不同于该语言作为母语或第一语言习得,即儿童习得自己的母语时的特殊规律性.充分认识第二语言习得的特殊规律,对发挥和培养学习者的学习兴趣和优势,使他们收到理想的学习效果都有促进作用.本文在回顾第一语言(或母语)习得理论的基础上,对母语习得和第二语言习得在以下方面作了对比:①动机;②环境(语言环境和文化环境)和方式;③过程(语音、词汇、句子);④年龄.从而得出两种习得之间的相同点及差异,相同点反映出语言习得的普遍规律,而两种习得之间的差异正是第二语言教学中应引起注意的方面.
【总页数】4页(P37-40)
【作者】高霞
【作者单位】楚雄师范学院,云南,楚雄,675000
【正文语种】中文
【中图分类】H0
【相关文献】
1.第二语言习得“注意假说”实证研究探讨 [J], 叶青
2.从第一语言习得和第二语言习得的异同看对外汉语教学 [J], 饶笛
3.探讨情感因素及第二语言习得 [J], 周帆
4.从第二语言习得关键期假说探讨云南青少年学英语——基于云南青少年"剑桥考试"和"FVR家庭阅读" [J], 郭晓楠
5.探讨情感因素及第二语言习得 [J], 周帆
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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。
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母语对第二语言习得的影响
摘要：母语是影响二语习得最重要的因素之一。
二语习得领域的研究者针对母语与第二语言习得之间的关系进行了深入研究，并提出了诸多理论学说。
基于已往的研究成果，本文拟运用语言迁移理论对此问题进行较全面的论述，旨在探讨母语对二语习得的影响，构建克服母语干扰理论框架。
关键字：第二语言习得、迁移、母语、语言迁移
第二语言习得的过程和结果受到许多因素的影响。
母语是习得二语时最不容忽视和影响力最为显著的因素，许多研究者对母语与二语习得之间的关系进行了深入的研究，提出了各类相似学说。
本文探讨母语对二语习得的影响，为减少母语迁移对外语学习的阻碍提出切合实际的策略。
一、母语习得与第二语言习得
(一)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。
第二语言是泛指获得第一语言之后再学会的一种语言。
当然。
它又分为在目的语环境中学习的第一语言以外的语言，这叫习得第二语言。
在非目的语的环境中学习第一语言或母语之外的其他语言，则称为外语。
目前，在二语习得领域，多数研究者对外语和习得第二语言不加区分，统称第二语言。
(二)习得”与“学习”的差异
克拉申认为，流利的第二语言是运用“习得的”语言系统的结果，
只有语言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。
而有意识地“学习来的”语言知识只能用于监控，而不能视为语言能力本身的一部分。
克拉申对“习得”与“学习”的区分是有一定道理的，但是二者绝对不是相互独立，毫不相干的两个过程，事实上这两种过程会交织在一起,无法截然分开。
“学习”的知识经过一段时间也可有像“习得”来的知识那样处在“不自觉”的状态，低估了这种知识，就等于否定在课堂情景下学习第二语言的可能性。
二、母语在二语习得中作用的研究现状
截止到现在，已经有许多来自海内外的专家学者做试验，收集数据，目的是为了探究母语在二语习得中到底起多大的作用。
从20世纪70年代起，学者们做试验并提出了各种各样的二语习得理论。
近些年来，对该领域的理论研究又有了新的进展，尤其是乔姆斯基的普遍语法理论最为突出。
基于乔姆斯基的参数理论，近几年的外语习得研究主要是关于学习者能否在不受母语影响的条件下而学习外语。
一些研究者发现人们能不受母语的影响而学习外语，而另外一些人得出相反的结论。
现在，人们对这一问题的看法更全面，得出这样的结论：母语对二语习得的影响是语言迁移研究的中心课题，既有正迁移，又有负迁移。
三、母语对第二语言习得的影响
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，母语中的语法规则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。
而在语法习惯和规则上母语给第二语言习得的消极影响又是很难消除的。
所以就要求我们在学习时要多注意积累，尤其是两种语言不同的地方，尽量将母语给第二语言习得带来的阻碍和干扰降到最低。
四、结论
总之，在学习者的二语习得过程中，母语思维是一种很常见的现象，它对二语学习者既有促进作用又有阻碍作用。
在二语习得过程中，母语是一种不可忽略的学习基础，它能帮助学习者梳理所获得的语言输人，并使学习者习得二语的技能不断进步，但它的负面影响也不容忽视。
研究母语习得和第二语言习得是为了了解母语习得和二语习得的区别和联系，从而更好地帮助外语的教与学。
母语对第二语言习得
的
影
响
学院：国际合作学院
班级：11对外汉语
姓名：金丽娜
学号：20110420137。