二語習(xí)得課堂Schumann提出文化適應(yīng)是學(xué)習(xí)者與目語社團(tuán)社會(huì)和心理結(jié)合

Chapter8TheoriesofImportantTheoriesofBehavioristLearningMentalistLearningTheAcculturationDiscourseTheMonitorWhatisBehavioristLearningTheoryandwhatisMentalistLearningTheAcculturationTheory(文化適應(yīng)理論DefinitionofAcculturationisdefinedbyBrown(1980)as“theprocessof ingadaptedtoanewculture”.JohnSchumann’sSchumann者對(duì)目的語的適應(yīng)程度將制約第二語言水平”現(xiàn)學(xué)習(xí)者社團(tuán)與目的語社團(tuán)關(guān)系的一系列社會(huì)因素決定。Schumann認(rèn)語言：學(xué)習(xí)者使用目的語時(shí)所體驗(yàn)的困惑和恐懼文化：學(xué)習(xí)者在接觸一種新文化時(shí)所產(chǎn)生的焦慮和失落感自我界限：學(xué)習(xí)者的話語自我塑性和程度。語言自我是指外語學(xué)習(xí)者在JohnSchumann’sSecondlanguageacquisitionisjustoneaspectofacculturationanddegreetowhichalearneracculturatestothetargetlanguagegroupwillcontrolthedegreetowhichheacquiresthesecondlanguage.FactorsDeterminingAcculturation,andhenceSLA,isdeterminedbythedegreeofsocialandpsychologicaldistancebetweenthelearnerandthetargetlanguageculture.SocialSocialdistanceiscreatedbytherelationsbetweenthelearnerandmembersofthetargetsocialgroup.PsychologicalPsychologicaldistanceistheresultofvariousaffectivefactorsofthe(1)language (2)culture (3) (4)egoTheDiscourseTheory(話語理論DiscourseisthelanguageinAccordingtothediscoursetheoryoflanguageacquisition,whichwasproposedbyHatchinthelate1970s,functionsofspeechareofprimaryimportancetolearnersbothinthecaseofmothertongueaswellasaforeignlanguage.Hatch(1978)在研究第一語言習(xí)得的基礎(chǔ)上從語用的角度提出。他使用定性的分Itfollowsfromatheoryoflanguageuse,inwhichcommunicationistreatedasthematrixoflinguisticknowledge,thatlanguagedevelopmentshouldbeconsideredintermsofhowthelearnerdiscoversthemeaningpotentialoflanguagebyparticipatingincommunication.Inastudyofhowhisownchildacquiredlanguage,Hallidayshowsthatthedevelopmentoftheformallinguisticdevicesforrealizingbasiclanguagefunctiongrowsoutoftheinter alusetowhichlanguageisput.Becausethestructureoflanguageisitselfareflectionofthefunctionsitserves,itcanbelearntthroughlearningtocommunicate.TheMonitorModel(模式StephenKrashen’sMonitorModelisoneofthemodelsthatadopttheItemphasizestheroleofexposuretocomprehensibleinputinsecondlanguageKrashen’sMonitorModelconsistsoffivecentralAcquisition/learningMonitorThenaturalorderTheinputTheaffectivefilterS．D．Krashen2080年代初提出了著名的且頗有爭(zhēng)議的順序假說，假說，輸入假說和情感過濾假說。Theacquisition-learningAcquisitionwhichreferstothesubconsciousprocessinwhichtheydeveloptheirlanguageproficiencythroughnaturalcommunicationsinthetargetlanguageanditisverysimilartotheprocesschildrenuseacquiringtheirfirstlanguage.Learningreferstotheconsciousprocessinwhichtheyacquiretheexplicitknowledgeoftherulesofthetargetlanguage.ThemonitorTheonlyfunctionoflearningistomonitororeditwhathasbeenorisgoingtobeproducedaccordingtothenormsofthetargetlanguage.有意識(shí)的語言知識(shí)，只是在第二語言運(yùn)用時(shí)起作用。Threeconditionsfortheuseofthespeakermusthavesufficienttimetomonitorhisthelanguageperformermusthavehisfocusonthelanguageperformermusthaveanexplicitknowledgeoftherulesofthetarget決定作用發(fā)揮的先決條ThenaturalorderThishypothesisclaimsthatthereisapredictable,naturalorderfortheacquisitionofgrammaticalstructuresinasecondlanguage,irrespectiveofagedifferencesandlanguagebackgroundsofacquirers.于掌握過去時(shí)，掌握名詞復(fù)數(shù)先于掌握名詞所有格’s等。如果我們的目的是要習(xí)得某種語言能力的話，就有理由不按任何語法順序來教學(xué)。TheInputAccordingtoStephenKrashen’sinputhypothesis,L2acquisitiontakesplacewhenalearnerunderstandsinputthatcontainsgrammaticalformsthatareat“i+1”(i.e.arealittlemoreadvancedthanthecurrentstateofthelearner’sinterlanguage).TheaffectivefilterThehypothesisisbasedonthetheoryofanaffectivefilter,whichstatesthatsuccessfulsecondlanguageacquisitiondependsonthelearner’sfeelings.Negativeattitudes(includingalackofmotivationorself-confidenceandanxiety)aresaidtoactasafilter,preventingthelearnerfrommakinguseofinput,andthushinderingsuccessinlanguagelearning.什么是情感Dulay等:Whenastudentisexposedtoanewlanguage,thefirstinternalhurdlesareposedbytheindividualsemotionalstateandmotivation(1982:4).從教育心理學(xué)的角度看,學(xué)習(xí)過程中影響學(xué)習(xí)效果的最大因一是學(xué)習(xí)者的情感控制。(等,1996:46)那么,哪些情感因素會(huì)導(dǎo)致學(xué)習(xí)者的產(chǎn)生呢?Krashen認(rèn)為主要有三種:(1)動(dòng)機(jī)(