第二外语学习：Second Language Learning.ppt

Information processing Transfer appropriate processing: This hypothesizes that Information is best retrieved in situations that are similar to those in which it was acquired. This is because when we learn something our memories also record something about the context and the way in which it was learned. This can explain why knowledge that is acquired mainly in rule learning or drill activities may be easier to access on tests that resemble the learning activities than in communicative situation. On the other hand, if learners’ cognitive resources are occupied with a focus on meaning in communicative activities, they may find grammar tests very difficult. Connectionism (I) Connectionists attribute greater importance to the role of the environment than to any specific innate knowledge. They argue that what is innate is simply the ability to learn, not any specifically linguistic principles. They emphasize the frequency with which learners encounter specific linguistic features in the input and the frequency with which features occur together. Connectionism (II) Connectionists suggest that learners gradually build up their knowledge of language through exposure to the thousand of instances of the linguistic features they hear or see. Eventually, learners develop stronger mental ‘connections’ between the elements they have learned; thus, the presence of one situational or linguistic element will activate the other(s) in the learner’s mind. Evidence comes from the observation that much of the language we use in ordinary conversation is predictable or formulaic. Language is often learned in chunks larger than single words. Connectionism (III) Findings of connectionist Research : Research has shown that a learning mechanism, simulated by a computer program, can not only “learn” what it hears but can also “generalize”, even to the point of making overgeneralization errors. These studies have dealt almost exclusively with the acquisition of vocabulary and gramma