《第二語言習(xí)得》

1、2012-2013學(xué)年第二學(xué)期第二語言習(xí)得課程論文姓名： 張馳 專業(yè): 安全工程 班級:B124學(xué)號：201210044424一、考試方式說明：1、根據(jù)教學(xué)大綱要求，本課程為通識選修課，考核方式：考查。2、 期末考試的形式撰寫課程論文,論文成績占總成績的70%平時成績占30%二、選題要求：題目必須與課程學(xué)習(xí)內(nèi)容有關(guān)，包括第一語言在第二語言習(xí)得中得作用、 對比分析、 錯誤分析、二語習(xí)得的內(nèi)部因素、二語習(xí)得的外部因素、二語習(xí)得的個體差異、二語習(xí) 得的情感因素、認(rèn)知風(fēng)格、學(xué)習(xí)策略等；三、其他要求：1、學(xué)生自己命題撰寫2000英文單詞的課程論文。2、要求所寫論文觀點明確，論據(jù)充分，層次清晰，有自己獨到

2、的見解。3、 每個同學(xué)必須獨立完成，一旦發(fā)現(xiàn)雷同或抄襲，將按0分處理。4、提交論文要求：本頁放在首頁，論文在其后。5、必須交打印稿，A4紙，1.5倍行距,times andnewRome字體，首行縮進2字符， 兩邊對齊。6、交稿日期：2013年4月30日前。四、論文成績評定表：ItemsFull score of each itemScore內(nèi)容30結(jié)構(gòu)20語言30格式10獨到見解10總成績100Second Lan guage Acquisiti on Di fficulty Factor An alysesLan guage is the importa nt tool of i nter

3、pers onal com muni cati on, and each Ian guage is a kind of special social and cultural en vir onment. What is a social and cultural environment? Different people have different opinions from differe nt an gles, we speak here of the social culture en vir onment refers to the local customs and ideas,

4、 it is implicitThe first Ian guage in SLA to workLanguage is a very complex system, regardless of native Ianguage or second Ianguage (English) is part of the content, are associated with certain thinking directly, as Marx said: "language is the direct reality of thinking," Engels said &quo

5、t;the authenticity of the thought is embodied in the Ianguage", is also a product of Ion g-term huma n activities in com muni cati on. All Ian guages are tools of huma n thi nking and com muni cati on, there must be a conn ecti on, which have their similarities and differences. As long as the r

6、ight to use their general character, pay atte nti on to the opposite sex, betwee n each Ian guage can be in terl inked . they in flue nce each other, i nteract with each other.Second Ian guage acquisiti on are in flue need by the n ative Ian guage? What is mother tongue in second Ianguage acquisitio

7、n status and role? Has been debated for a long time in all of these are teachi ng subject. People com mon people, n ative Ian guage affect the sec ond Ian guage acquisiti on. In fact, mother ton gue in sec ond Ian guage acquisiti on plays a n ecessary role cannot be ignored.The role of mother ton gu

8、e in sec ond Ian guage acquisiti on is not do more harm than good or more harm tha n good no con elusive, but debate materialism philosophy tell people, see things will comprehe nsively the developme nt of the dialectical view to analysis, not absolute. Mother tongue in second Ianguage acquisition a

9、lso has its positive and negative sides, has both positive role and negative role, the key is how to give full play to the advantagesof mother tongue, inhibit its negative factors in second Ianguage acquisition, flexible properly using mother tongue in second Ianguage acquisition, but not completely

10、 deny the positive role of mother tongue, talk about the disadva ntages,In sec ond Ian guage acquisiti on, stude nts are already familiar with their own n ative Ian guage, the Ian guage backgr ound kno wledge, but ignorant of purpose Ian guage know very little about eve n. If can achieve positive tr

11、an sfer lear ning, by n ative Ian guage kno wledge to un dersta nd the sec ond Ian guage, by exte nsion, the lines, will inevitably reduce learning difficulty, improve the efficiency of learning, enhance lear ning motivati on.Lan guage lear ning research shows that in the process of sec ond Ian guag

12、e learning, the similarities and differences in mother tongue and second Ianguage appropriate comparis on, whe n some of the characteristics of n ative Ian guage and foreig n Ian guage similar or ide ntical, can play a positive role in promot ing to the sec ond Ian guage lear ning, make stude nts pr

13、oduce positive tran sfer of lear ning a sec ond Ian guage. Both Ian guages is the same as the more poin ts, the stude nt hasplays a role of the positive transfer of native Ianguage knowledge, the more the greater the stude nts more easy to un dersta nd, remember and master a sec ond Ianguage, the st

14、udy enthusiasm is higher, the interest in learning and the more thick, more can promote the sec ond Ian guage teachi ng, improve the lear ning efficie ncy, to avoid time consuming low efficie ncy phe nomenon, more teachers in the in terpretatio n of the abstract word sounds is the applicati on form

15、and the grammar con cepts appropriate use of mother ton gue can get twice the result with half the effort effect. Positive tran sfer is ben eficial to the formatio n of stude nts' Ianguage habits, promote second Ianguage acquisition, using the second Ian guage thinking and expressi on .Otherness

16、 between mother tongue and target Ianguage will hinder and in terfere with the stude nts un dersta nding, memory and master a sec ond Ian guage have a negative impact. Dissimilar to the more points, the bigger the interferenee, the more difficult it is to understand and master a second Ianguage stud

17、e nts, the more likely it is to lose in terest and con fide nce in lear ning a sec ond Ian guage .Between first Ianguage acquisition and second Ianguage acquisition have in com mon, both has the close relatio n, the study of first Ian guage acquisiti on will help sec ond Ian guage teachi ng, researc

18、h and acquisiti on. But, after all, first Ianguage acquisition and second Ianguage acquisition is the acquisition of two kinds of different nature, although children and adults have the ability to acquire Ianguage, but the process and effect of two kinds of Ianguageacquisition. First Ianguage acquis

19、ition process is always accompanied by learners cognitive, emotional and physical aspects of the development and cha nge, and the sec ond Ian guage acquisiti on is con ducted in the above cha nge after the completi on of the basic, which is in the process of acquisiti on sec ond Ianguage, the origin

20、al native pronunciation, vocabulary, syntax, culture and other aspects will have an effect on the acquisition of target Ianguage, in addition, two kinds of acquisition of learners will form different motivation due to the differe nt age, psychological, cog nitive and emoti onal aspects of in dividua

21、l factors.Attitude, motivati on and sec ond Ian guage acquisiti onThere are many in flue nee factors in learners' sec ond Ian guage lear ning, has both external cause and internal cause. Just about social and cultural environment is one of the main external cause and internal cause is refers to

22、the psychological state of learners' attitude, motivation, etc, belonging to the learner's a kind of emotional experienee. Emotion is a function of human brain, is a kind of mental state, it is because of different attitudes held by the people of objective things and the inner and external p

23、erformanee. Emotional factors in learning a sec ond Ian guage has played a major role.Attitude. About "attitude", there are many different understanding, according to Allport's view, the attitude is the psychological and neural readi ness, it through the experie nee to orga ni ze, to a

24、ll in dividuals associatedwith the target and the situatio n in the resp onse and directi on and power performa nee, the in flue nee of the attitude itself by emotio n, cog niti on and acti on tendency and so on various aspects, the in flue nce of the attitude to Ian guage learning is the most impor

25、tant characteristics of groups, namely the learner of a sec ond Ian guage group held by the attitude of the target Ian guage culture, if you want to know their wishes, and they are emoti on ally conn ected desire and so on, these can trigger high participation motives.Lear ners always grow in certai

26、 n social cultural en viro nment, which makes them of their own culture to produce a kindness, then forms despise or hostility of other cultures, and learning a negative attitude of the target Ianguage; It is possible that the acquisition of the target Ianguage culture is very worship, which produce

27、s strong in terest to the target Ian guage lear ning a positive attitude.Motivation is one of the most important emotional factor, the learners' Ian guage lear ning activities play a stimulati ng and regulati ng role. Because for every foreig n Ian guage lear ners, and in order to meet the dema

28、nds of entrance exam in ati on, or to go abroad to study life in the target Ian guage coun tries, or to use what they have lear ned foreig n Ian guages lear ning professi onal kno wledge and solve the problem of practical work, and so on. Have differe nt motive the en thusiasm of lear ning a sec ond

29、 Ian guage is differe nt, some strong, some, some long, some short.State an xiety and sec ond Ian guage acquisiti onMay happen in the learners in second Ianguage learning anxiety state.Linguists use anxiety to describe people in the second Ianguage learning and using process middling some tension, w

30、orry, fear and other emotional experie nee and status. An xiety emoti on is divided into "promote sexual an xiety (facilitatinganxiety)" and "obstructive (debilitating anxiety) anxiety","promoting anxiety" refers to learning difficulties in the face of a second Ianguage

31、 learners appear a certain tension, there is a sense of urgency, the moderate tension in stead promote lear ners' lear ning. Self-c on fide nee strong learners tend to produce "promote sexual anxiety". "Interfere with sexual an xiety" refers to the pers on weak self-c on fide

32、 nee to face huge difficulties in sec ond Ian guage acquisiti on in con fusi on, I oss of con fide nee, memory loss, thinking slow mental state, etc. In the process of second Ianguage learning, debilitat ing an xiety often show the classroom an xiety, test an xiety, and an xiety, etc. An xiety can a

33、ffect the lear ners to absorb the nu mber of the sec ond Ian guage in put, most sec ond Ian guage lear ners have almost all the experie nee and experie nee.Age and sec ond Ian guage acquisiti onWe often hear some English learners complain: "age is big, it is hard to learn En glish!" Here i

34、s the problem of the relati on ship betwee n the age and second Ianguage acquisition. From the practice, we recognize that age andsecond Ianguage acquisition there is a lot to do. Children learn a second Ian guage more easily, for example, rather tha n a 50 s and 60 s of the old people to lear n a f

35、oreig n Ian guage is very difficult. Lin guists have con ducted a study in this aspect, Pen field and Robert in 1959 "critical period hypothesis" about Ianguage learning. "Critical period" refers to the human learning a Ianguage easier and easier to achieve success, most linguist

36、s define this period under 12 years old.Western lin guists, educators Chomsky proposed childre n's acquisiti on of mother ton gue is to rely on huma n (La nguageacquisi2ti on device) in here nt in the Ian guage acquisiti on mecha ni sm, la nguage in put is just up the "activate" (activ

37、ate) the mecha nism of acti on. Many researchers after study con cluded that the lear ners beg in to lear n a sec on d Ian guage after the critical period, so they will not be able to use or cannot use Ianguage acquisition mechanism, the process of lear ning a sec ond Ian guage is much more difficul

38、t tha n childre n. But adults have their own advantages,that is, there is a clear motive and seeking knowledge desire, use Ianguage or environment related information to un dersta nd the Ian guage in put, in the "comprehe nsible in put", on the basis of through their own subjective efforts

39、, also can be lear ned a sec ond Ian guage.Coun termeasuresAccording to above analysis, learners in the process of second Ianguage learning is faced with social and cultural en vir onment, attitude and motivati on,anxiety state and age factors of difficulty, you would like the second Ianguage learne

40、rs and teacherswork together to overcome. The author thinks that can adopt the followi ng coun termeasures.Difference in social and cultural en vir onment, becauseeach Ian guage is under certain social and cultural outlook, has a cultural connotation, for adults, often have won a box in the native I

41、anguage, to learn a second Ianguage, in the heart of the conflict from the mood often leads to low learning efficiency, to remove these barriers, the main is to correct learners cognitive deviation, let them know that Ianguage and culture to the world of relativity and richness, not between Ianguage

42、s or only between familiar and unfamiliar; To compare two kinds of Ian guage and culture lear ners are good at, un dersta nd the differe nee of two kinds of Ianguage and culture and way of thinking, the similarities and differe nces betwee n ideas; And, in the sec ond Ian guage lear ners should lear

43、 n in the process of buildi ng a "new ideas", a new mode of thinking, try to overcome learning due to cultural differences and obstacles.In terms of attitudes and motivati on, foreig n Ian guage teachers in Ian guage teachi ng, should let the lear ners to un dersta nd any culture in the wo

44、rld are equal, have distinguishing feature each, no high and low; Any culture under the background of Ianguage reflects the nation's historical and cultural background, also contains the national people's life style and thinking mode. Foreign Ianguage teachers should help learners to correct

45、 learning attitude, the right attitude towards the second Ianguage learning. At the same time, foreignIan guage teachers in the process of foreig n Ian guage teach ing should from set out actually, adopt vivid, convincing and suited to the characteristics of the learn ers' men tal developme nt f

46、orm and content, emphasize lear ning intrin sic pers onal value, cultivate and motivate learners' learni ng motivati on.In terms of overco ming an xiety state, foreig n Ian guage teachers should as far as possible elim in ate the lear ners' an xiety, can from the follow ing several aspects t

47、o do: one is to encourage the learner of a second Ianguage more, multi-purpose complime nts, make lear ners to set some lear ning achieveme nt; Second, foreig n Ian guage teachers n eed to lear ners duri ng the test, should be properly grasp the difficulty of the exam in ati on, the validity and rel

48、iability, reduce lear ners of exam an xiety; 3 it is foreig n Ian guage teachers to lear ners in the learning process of the mistakes to treat correctly, can't ask too much or too eager, correct methods should be paid attention to, and not cause stress to learners, in crease their an xiety.In overcoming the difficulties older adults should first eliminate "dodging", establish eno ugh con fide nee, give full play to its adva ntages,which had a definite motive and