《论大学英语教学》语言与语言学习 英文教学精品.pptVIP

Cognitive view of language and learning If all language is learned by imitation and repetition, how can a child produce a sentence that has never been said by others before? Language is a rule-based system and with a knowledge of the finite rules (language competence), infinite sentences can be produced Influence of cognitive theory Learners should be allowed to create their own sentences based on their understanding of certain rules (creativity) In a cognitive approach, the learner is seen as an active participant in the learning process, using various mental strategies in order to sort out the system of the language to be learned. Krashen’s Five hypotheses : 1. The acquisition-learning distinction (Learning and acquisition are separate processes.) 3.1.3 Second Language Acquisition (SLA) (see Johnson Chapter 6) Acquisition refers to the natural assimilation of language rules through using language for communication. The only real difference is in terms of the environments in which acquisition is what happens when you go and live in the target-language country, while learning is what happens in classrooms. Learning refers to the formal study of language rules and is a conscious process. 2. The natural order hypothesis (自然顺序假说) (There is a natural order of language acquisition that applies to FL acquisition.) The natural order, as defined by Krashen, consists of listening to a great deal of meaningful language input, then speaking, then reading to a great deal of meaningful input, and then writing, which is formally taught. 3. The monitor hypothesis (监控假说) (Acquisition is more ‘important’ than learning. The main role of learning is a secondary one: to monitor what we say and write in the FL.) Johnson’s book p91. 4. The input hypothesis 输入假说 (The most important thing to provide with is ‘comprehensible input’.) Comprehensible input: i+l i– the acquirer’s present level of competence i+l– the level imm