汉语环境与英语学习幻灯片.ppt

Contents 习得——学习假说 输入假说 英语“教”与“学”的理论发展 汉语环境与英语学习 第二语言习得（Second Language Acquisition/SLA, 简称二语习得），通常指母语习得之后的任何其他语言学习。人们从社会、心理、语言学等角度去研究它。第二语言习得研究作为一个独立学科，大概形成于二十世纪60年代末70年代初，已有四十多年的历史。它对学习者的第二语言特征及其发展变化、学习者学习第二外语时所具有的共同特征和个别差异进行描写，并分析影响二语习得的内外部因素。 与其他社会科学相比，二语习得研究是个新领域，大都借用母语研究、教育学研究或其他相关学科的方法。概括地说，这一领域的研究是为了系统地探讨二语习得的本质和习得的过程，其主要目标是：描述学习者如何获得第二语言以及解释为什么学习者能够获得第二语言。进入21世纪以来，二语习得的研究范围远比20世纪七八十年代广，涉及语言学、心理学、心理语言学、语用学，社会语言学等众多方面。 Second language acquisition, or SLA, is the processes by which people learn languages in addition to their native tongue. Just as second language is the standard term for any language whose acquisition starts after early childhood, including what is chronologically the third or subsequent language, SLA is the acquisition of any second language. The language to be learned is often referred to as the target language or L2 (and SLA is often called L2A, for L2 acquisition). 著名美国语言教育家 斯蒂芬·克拉申 Stephen D. Krashen Stephen Krashen is professor emeritus at the University of Southern California, and is a linguist, educational researcher, and activist. Krashen has contributed to the fields of second language acquisition (SLA), bilingual education, and reading. He is credited with introducing various influential concepts and terms in the study of second language acquisition, including the distinction between acquisition and learning, the Input Hypothesis, Monitor Theory, the Affective Filter, and the Natural Order Hypothesis. Language acquisition is an unconscious process developed through using language in a meaningful way. Language learning is consciously learning or discovering rules about a language. Language acquisition is the only way competence in a second language occurs. 对于克拉申所提出的习得与学得理论来说,?习得以强调外在因素为主,?而学得以强调内在因素为主。? 克拉申的完全习得强调通过接触模仿,?在不知不觉中学习二语,?积累经验,?再将经验上升为理性认识,?由特殊到一般,?其思维特征是归纳。而克拉申不支持的学得,?是运用人类已有的知识去认识事物,?是依靠已知去认识未知,?是由一般到特殊,?其思维特征是演绎。 根据“习得--学习差异”这一假设,?成人是通过两条不同的途径逐步习得第二语言能力的。?第一条途径是语言习得，这是一种无意识地、自然而然地学习第二语言的过程。这