第二语言习得理论及应用论文
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。
探析二语习得理论在英语教学中的运用
探析二语习得理论在英语教学中的运用二语习得理论是指在学习第二语言过程中，学习者如何获取和获得第二语言知识和能力的一种理论体系。
在英语教学中，二语习得理论可以指导教师在教学过程中如何帮助学生提高他们的英语水平。
本文将探析二语习得理论在英语教学中的运用。
首先，二语习得理论可以指导教师根据学生的语言水平和习得能力设计合适的教学内容和教学方法。
根据斯蒂芬·克拉申的输入假设，学习者通过接受和理解大量的输入语言来习得第二语言。
因此，教师可以通过提供丰富多样的语言输入，如听力材料、阅读材料和真实语境等，来激发学生的兴趣，增加他们的接触时间，并帮助他们习得英语。
其次，二语习得理论指出了语言输出的重要性。
在英语教学中，教师应该鼓励学生大胆地使用英语进行口语和书面表达。
尽管学生在初学阶段可能会出现错误，但积极的输出有助于学生巩固和加深对语言的理解，提高他们的语言运用能力。
此外，教师还可以通过组织沟通活动，如角色扮演、小组讨论等，来促进学生的语言输出。
再次，二语习得理论还强调了语言学习的社交性。
教师可以借助小组合作学习和配对活动来促进学生之间的互动和交流。
据文德·毕·克齐的理论，语言是一种社会交流工具，通过与他人的互动，学习者可以通过模仿他人的语言习惯来提高自己的语言水平。
因此，教师可以设计一些任务和活动，如语言交换、合作阅读等，来激发学生的合作意识，促进他们之间的互动。
此外，二语习得理论还强调了语言输入的可理解性和适度性。
教师在教学中应该避免使用过于复杂或难以理解的语言材料，而是根据学生的语言水平和学习需求选择合适的材料。
同时，教师还可以通过提供适当的文化背景知识和语言学习策略来帮助学生更好地理解英语，提高他们的语言运用能力。
最后，二语习得理论还提出了错误处理的重要性。
学习者在第二语言习得过程中不可避免地会出现错误，教师应该正确处理这些错误，帮助学生纠正和改进。
教师可以通过及时反馈、错误纠正和语言意识提高的活动来帮助学生修正错误，培养他们的语言敏感性和自我纠正能力。
第二语言习得理论及应用论文
第二语言习得理论及应用语言是人类区别于其他动物的重要标志之一。
人借助于语言进行交际，交流思想，达到互相了解，组成人类社会生活;人还借助于语言，进行思维活动，揭露事物的本质和规律，创造人类的物质文明和精神文明，然而语言的作用还远不止如此。
如果我们探讨外语学习心理的主要目的是教好一门语言，是帮助学习者学会用这门外语进行交际，那么，我们应该懂得什么是语言。
Brown，H列出语言的八个特点，它们是:1.语言是系统，可能是一个生成系统。
2.语言是一种任意的符号。
3.这些符号是声音符号，但也可能是视觉符号。
4.符号有约定俗成的意义。
5.语言用于交际。
6.语言在言语社团或言语文化中发生作用。
7.语言实质上为人类所有，虽有可能不限于人类。
8.所有的人以大致相同的方式习得语言。
语言和语言学习具有普遍的特征。
”①第二语言习得理论作为一门独立的学科形成于60年代末，70年代初。
然而，人们对第二语言习得产生兴趣和开展研究的历史却要早得多。
50年代初，Weinreich就在它的著作《语言的联系》中讨论了母语和第二语言两种语言体系的关系，并提出了一个重要的概念“干扰”。
这种干扰可以发生在语音、语法、语义三个层面上。
1957年，美国语言学家Robert Lado发表了具有很大影响的著作《跨文化语言学》。
从某种意义上来说，Lado的著作是对Weinreich理论的补充。
Lado的结论是：“对第二语言学习者来说，学习中最为困难的地方就是第二语言与第一语言差别最大的地方。
因此，外语教学的重点应该集中在两种语言的差别上。
”②60年代在语言和语言习得的研究领域发生了一场大争论，这场争论被不少人称为一场“革命”。
在这场“革命”中，由Bloomfield提出的结构主义和由Skinner在语言习得研究领域提出的极端的行为主义理论对语言本质和语言习得的基本观点都受到了Chomsky的猛烈攻击。
①Brown,R.1973.Afirst langusge:The Early Stages.Harmondsworth: PenguinBooks.Page89.②Lado,R.1957.Linguistics across Cultures: Applied Linguistics for Language Teachers. Miehigan:University of Miehigan. Page 53.争论过后，人们开始认识到一个事实，那就是语言是一种特殊的体系，要了解这一体系的发展过程，我们不能单纯的从外界的因素中去寻找答案，它有它自己的内在发展规律。
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》。
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。
第二语言习得理论与实践
第二语言习得是指一个人在学习一种新语言时所经历的过程，这一过程涉及到语言的认知、语法、词汇、语音以及语用等方面。
在语言学领域，有许多不同的理论和实践方法来解释和促进第二语言习得的过程。
首先，有一些主流的理论可以用来解释第二语言习得的过程。
其中最著名的是克拉申的互动式习得理论。
这一理论认为，语言习得是通过社交互动和交际活动来实现的。
学习者通过与他人互动和交流，不断地调整自己的语言使用，从而逐渐习得新语言。
此外，还有斯蒂芬·克拉舍
的监管假说，认为第二语言习得是通过对语言输入的监管和处理来实现的。
学习者会通过对语言的理解和处理来逐渐习得新语言。
在实践方面，有许多方法可以帮助学习者更好地习得第二语言。
其中最常见的是语言课堂教学。
在语言课堂中，老师会通过各种教学方法和教材来帮助学生学习新语言，如语法练习、口语对话、听力训练等。
此外，还有语言交换和实践活动。
通过与母语为目标语言的人进行语言交换，学习者可以更好地实践和运用新语言。
同时，参与各种实践活动，如参观博物馆、旅行等，也可以帮助学习者更好地融入目标语言的环境，提高语言能力。
除此之外，个体差异也是影响第二语言习得的重要因素。
学习者的年龄、学习动机、学习环境等都会对语言习得产生影响。
因此，教学者需要根据学习者的个体差异，采用不同的教学方法和策略，来更好地促进学生的第二语言习得。
总的来说，第二语言习得理论和实践相辅相成，理论为实践提供指导，实践又可以验证和完善理论。
通过不断地探索和实践，我们可以更好地理解和促进学生的第二语言习得过程，从而提高他们的语言能力。
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。
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第二语言习得理论及应用语言是人类区别于其他动物的重要标志之一。
人借助于语言进行交际，交流思想，达到互相了解，组成人类社会生活;人还借助于语言，进行思维活动，揭露事物的本质和规律，创造人类的物质文明和精神文明，然而语言的作用还远不止如此。
如果我们探讨外语学习心理的主要目的是教好一门语言，是帮助学习者学会用这门外语进行交际，那么，我们应该懂得什么是语言。
Brown，H列出语言的八个特点，它们是:1.语言是系统，可能是一个生成系统。
2.语言是一种任意的符号。
3.这些符号是声音符号，但也可能是视觉符号。
4.符号有约定俗成的意义。
5.语言用于交际。
6.语言在言语社团或言语文化中发生作用。
7.语言实质上为人类所有，虽有可能不限于人类。
8.所有的人以大致相同的方式习得语言。
语言和语言学习具有普遍的特征。
”①第二语言习得理论作为一门独立的学科形成于60年代末，70年代初。
然而，人们对第二语言习得产生兴趣和开展研究的历史却要早得多。
50年代初，Weinreich就在它的著作《语言的联系》中讨论了母语和第二语言两种语言体系的关系，并提出了一个重要的概念“干扰”。
这种干扰可以发生在语音、语法、语义三个层面上。
1957年，美国语言学家Robert Lado发表了具有很大影响的著作《跨文化语言学》。
从某种意义上来说，Lado的著作是对Weinreich理论的补充。
Lado的结论是：“对第二语言学习者来说，学习中最为困难的地方就是第二语言与第一语言差别最大的地方。
因此，外语教学的重点应该集中在两种语言的差别上。
”②60年代在语言和语言习得的研究领域发生了一场大争论，这场争论被不少人称为一场“革命”。
在这场“革命”中，由Bloomfield提出的结构主义和由Skinner在语言习得研究领域提出的极端的行为主义理论对语言本质和语言习得的基本观点都受到了Chomsky的猛烈攻击。
①Brown,R.1973.Afirst langusge:The Early Stages.Harmondsworth: PenguinBooks.Page89.②Lado,R.1957.Linguistics across Cultures: Applied Linguistics for Language Teachers. Miehigan:University of Miehigan. Page 53.争论过后，人们开始认识到一个事实，那就是语言是一种特殊的体系，要了解这一体系的发展过程，我们不能单纯的从外界的因素中去寻找答案，它有它自己的内在发展规律。
1972年，美国语言学家Lany Selinker 发表了著名的”中介语”一文。
”中介语”一词很快就被广泛接受，用来指第二语言学习者独立的语言体系。
“中介语(即学习者语言)的某些构成成分既不是来自于母语，也不是来自于目标语。
学习者在接触到的语言材料基础上构建自己的语言结构，并通过归纳和推论产生了中介语语言体系，这个语言体系既有别于学习者的母语体系，也有别于他们所学习的目标语体系。
中介语的主要特征之一是具有过渡性，他处于不断的变化之中。
也就是说，学习者在逐步增加对目标语了解的过程中，实际上在大脑中构建了一系列由简单到复杂的学习者语法，也就是中介语语法。
”③语言的起源与思维并非同时。
从种系发展与个体发展来看，语言发展中存在非思维阶段，思维发展中存在非语言阶段。
但是语言和思维一经产生后却又常常互相作用和影响，互相推进和制约。
在很多情况下，语言和思维直接联系，但也确实存在语言与思维分离的生理和心理现象。
在语言和思维这对矛盾中，思维起主导的作用，语言能力的发展不能先于认知能力的发展，但是认知能力本身还不足以解释语言发展，因为语言有其本身的发展规律;语言从属于思维，它决定不了思维，但却可以影响人们的某些思维方式。
第二语言习得的教学的终极目标就是在学习者的头脑中，固定一种语言的思维模式。
例如英语教学，老师们提到最多的一句话就是要学会用英语来思考。
那么相对应的，如果对外汉语的老师，能够做到让受教者学会用中文思考的方式，那么就是一位相当成功的老师。
以前我们专业叫做对外汉语硕士，现在叫做汉语国际教育硕士。
从名称上来看，对外汉语，分开了内与外，而汉语国际教育硕士，没有分内外，将汉语教育作为一种国际定位，比以前的名称更大气，更有分量。
与之对应的，对外汉语教学也被称作了汉语作为第二语言教学。
这样的称呼，更专业，也更看重了第二语言习得理论的影响。
汉语这门语言，有一定的特殊性，它不像英语等语言，是以表音为主。
汉语是一门以表意为主的语言。
语素是语言的最小单位，也是构词的最小单位。
单音节语素在语素中占绝大多数。
在口头上，一个单音节语素指的是一个带声词的音节; 在书面上是汉字，过去常有说词是由字构成的，那是因为一个汉字绝大多数情况下代表一个语素。
科③Selinker，L.1972.Inter language. International Review of Applied Linguistics,10209-31学的说法应该是词是由语素构成的。
汉字作为汉语书面语言的基本单位，是一种语素文字。
语素是语音和语义的最小结合体，是语言的原材料，是不能单独使用的纯粹的备用单位。
汉字和语素有相当强的对应关系，90％的汉字对应于汉语的一个语素，一般一个字代表一个音节，既是书写单位又是意义单位，构成一个认知单元；而且没有语法上的形态变化。
汉语的词大多由单音节“语素”构成。
单音节语素在构词上有神奇的力量，单音节语素写出来是一个字，所以我们计算单音节语素的数量可以以字的数量来计，常用的大概有三千多个，次常用的又有三千多个。
六千多个单音节语素，以一定的语法结构组合，可以构成的词当在几万，常用词也会有上万个。
我们说汉语有极强的构词能力，这是由语素这个较小的单位到词这个较大的单位来分析的构词的特点。
那么从词再到语素，汉语词汇相应的也具有非常强的离散性。
也就是说，词汇的意义往往可以分散构成词汇的语素的意义。
在这样的情况下，往往给我们教学带来了一定的难度。
除了汉语的听说系统以外，还有认读的汉字系统。
也就是说，两个系统都教好了，才是完成了对外汉汉语的教学使命。
那么在对外汉语教学中，如何才能更好地让第二语言习得者受到良好的教育，首道更好的课堂教学效果呢？我觉得，在对外汉语教学中实施适当的课堂活动，可以增进学生的学习兴趣，提高教学效果。
这种方法特别是在初级汉语教学中，效果更为明显。
留学生虽然来自于不同的国家，但是总体上来看，好奇心较强。
因为他们大多数都有一定的目的性，不是强制性的学习。
所以针对他们的好奇心，可以在课堂上开展各类活动，引起他们的兴趣，吸引他们的注意力。
从心理学的角度来讲，他们的活动动机以直接的近景性动机为主。
这种动机主要来自对内容或活动本身的直接兴趣。
课堂活动的趣味性特点恰好能促进近景性动机的形成，并使之不断地得到巩固和支持。
首先，初级汉语的内容属于起步阶段，学习一门课程，在起步阶段培养兴趣是非常关键的一步。
正如孔子所说“知之者不如好之者，好之者不如乐知者”。
而培养兴趣的最好方法，莫过于在游戏和活动中学习。
其次，初级汉语的课程是以零起点的标准来设计的，大部分都是基础内容，而且与生活密切相关。
这样的内容安排在课堂活动中，不但容易学习，而且印象深刻。
对于一门新的语言，仅仅看字面的内容是远远不够的。
它包括了文化底蕴、眼神交流、身体语言等等各方面的内容。
在课堂活动中，教师能够有目的地训练学生听、说、读、写的技能，并培养他们初步运用表达、说服等方式与人交流以及正确获取信息等方面的交际能力。
比方说，角色扮演能够培养学生的表达能力；小型比赛可以培养良好的竞争意识和集体主义精神。
通过小组合作，加强团结互助；通过遵循一定的游戏规则，培养一定的自律习惯；同时，通过对其他不同文化背景的同学对照，从而发现自己的不足，逐步意识到自我的修正及完善个性的迫切性，并努力为交际积累素材。
开展课堂活动，必须有一个充分的准备，这个准备是做好游戏的前提，只有在课前做好了各方面的充分准备，课堂游戏活动才能顺利开展。
这个准备包括多方面：道具、游戏环节的设计、知识点与游戏的结合等等都是要在游戏之前考虑好的问题。
道具的准备要少而精，代表性强；游戏的环节设计必须紧凑而流畅；知识点与游戏的结合要自然而紧密。
只有将以上几个方面都做到，才能说是为课堂游戏活动做好了充分的准备。
进行游戏活动，需要大脑兴奋起来。
初级班的学生刚刚接触中文，具有极大的兴趣，做游戏的时候容易投入，这是保证课堂游戏顺利进行的有利条件。
但是这一点有利有弊。
如果学生过于投入，容易在游戏中过于注重结果，就会发生政治或者闹情绪。
这就要求教师能够善于引导学生，使课堂活动不偏离初衷。
还有一种情况，学生进行课堂活动的时候，因为好玩或者激动，有时候会忘记自己身在课堂，开始嘻嘻哈哈。
这种情况下，也需要教师及时引导，使课堂教学不偏离正轨。
开展课堂游戏活动的时候，对于学生优秀的表现应该及时给予相应的表扬与鼓励。
在游戏中，鼓励的方式更为灵活多样，语言鼓励，手势鼓励，眼神鼓励，等等。
及时到位的鼓励不但可以推动游戏的顺利开展，更能够调动学生参与的积极性。
要开展好课堂游戏活动，必须有良好的组织能力。
在课堂上要有良好的观察能力及掌控能力。
进行课堂游戏活动不是单方面的传授，而是双方面的互动。
因此，对老师的组织能力提出了更高的要求。
所以，要做好课堂游戏活动，必须努力提高自身的组织能力。
在进行课堂游戏活动时，要讲解游戏规则，发出指令，及时鼓励，适当启发，这些都要求老师的语言清晰易懂，简短明确。
在准确语言的基础上，学会用手势等肢体语言来与学生互动。
在课堂游戏活动中，老师要能够运用自己的观察力，来掌握学生的反应，适时调整游戏活动的策略。
掌握学生的动态在课堂游戏的开展中是很重要的一环。
在开展游戏活动的过程中，会发生的情况可能有很多，就算是做了再充分的准备，还是可能会有意想不到的情况发生。
因此老师应该努力提高自身的应变能力，来应对突发情况。
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