第二语言习得对英语教学的影响
中国网络大学CHINESE NETWORK UNIVERSITY 毕业设计(论文)
院系名称：百度网络学院
专业：百度
学生姓名：百度
学号：123456789
指导老师：百度
中国网络大学教务处制
2019年3月1日
应用语言学论文第二语言习得对英语教学的影响
The Enlightenment of SLA Theory to Language Teaching
1. The Enlightenment of SLA Theory to Language Teaching
As early as in the 1970 s many linguists and applied linguists had conducted extensive studies of second language acquisition (SLA). These linguists called the acquisition of the mother tongue first language acquisition and the acquisition of other languages beyond the mother tongue second language acquisition. The early SLA research was done for the purpose of improving language teaching, so people often classify these researches as the orientations of applied linguistics and foreign language teaching research. The researchers have been studying the cerebral surface features and the language acquisition mechanism of the second language since the 1980 s; therefore, SLA has grown rapidly as an independent subject. In the SLA field the researchers have offered various theoretic models to explain the process of second language acquisition. The most influential theory, also the best explained one, is the Monitor Model put forth by American linguist S.D. Krashen, who built this model on his five famous hypotheses, namely, input hypothesis, acquisition and learning hypothesis, monitor hypothesis, natural order hypothesis and affective filter hypothesis. These five hypotheses make unique and
distinctive explanations of the process of second language acquisition. Input hypothesis, as the core of the Monitor Model, clearly tells us how language is acquired. As long as people understand the meaning of the words, they may acquire the language. This is the only way to learn language. Speaking and writing are of no help to language acquisition; only listening is. Krashen said as long as learners come across words which contain “comprehensible input”, language acquisition happ ens. Progress in language learning is achieved when the “comprehensible input” is slightly higher than the learners present ability in understanding the language. Acquisition-learning hypothesis points out that “acquisition” and “learning” represent two di stinct ways of language learning. In “acquisition” , an unconscious process of learning, such as children’s acquisition of their mother tongue, the meaning of words is usually understood in the course of communication and the use of language is learned in an unconscious way, whereas “learning” is conscious and always acquires linguistic knowledge by means of learning the rules and forms of a language. If one acquires a language, they may not know the rules. However, if one learns a language, they must have a good command of rules. Language is at the center of human life. It is core of the most important ways of expressing ourselves. With the development of the society, it is not enough only to be able to speak one’s own native language. In a world there are various languages. If you’d like
to take part in the life of the whole world you need t know more languages. So language learning and teaching are vital to the everyday lives of millions. Being an English teacher, I do understand student’s trouble in learning a foreign language. Fifty-minute class sometimes seems to be an ordeal. The problem is that we do know “teaching” but do not know “learning”. That is an sqy we lack a theory of language learning. So in the paper there are some concepts introduced such as learning and acquisition, foreign language and second language and models of second language learning. I try to find out an appropriate way of teaching in my oral class. The aim of my class is to wake the enthusiasm of the students’ study. So I try to do create a natural and relaxed class atmosphere to make students learn foreign language through acquiring them. Only the linguistic knowledge through “acquisition” is helpful to the use of the language. The linguistic knowledge through learning, which is no help to the use of the language, can but monitor whether the words spoken are correct or not. As a result, the monitoring function of “learning” gives rise to the Monitor Hypothesis. The learners always gain language acquisition through “Comprehensible Input” which is higher than their present linguistic comprehension, so their process of acquisition must follow a certain predictable order to master the linguistic rules, thus producing “Natural Order Hypothesis”. The differences in the effect of language learning depends on learners and results from the psychological factors.