外语学习理论与外语学习者研究综述.docVIP

外语学习理论与外语学习者研究 Language Learning Theory and Language Learner Study 外语学习论： 20世纪80年代Z前，人们研究“Teaching, Z后转向了 “Leaning”。影响最大的学科有以 下四个：心理学、哲学、语言学、环境学。 心理学的影响：行为主义心理学(Behavourism) /认知心理学(Cognitivism) 哲学的影响：经典人文主义(Classical Humanism) /重建主义(Restructionism) 语言学的影响：三种母语习得理论(强化论■又称刺激反应论)(Reinforcement T) /内在 论(InnateT)又称先天论/相互作用论(InteractionTheory))＞四种二语习得理论(屮介 语理论(Interlanguage) /文化移入说(Acculturation . Model) —by Schunman (舒曼)/ 渐进体系说(ApproximativeSystem) /输入说(InputTheory) S.D.Krashen (克拉申)) 环境学的影响：关键期假说(Critical period) Learner-centred Principle MLearner centeredM is the perspective that couples a focus on individual learners-their heredity, experiences, perspectives, backgrounds, talents, interests, capacities, and needs-with a focus on leaning-the best available knowledge about learning and how it occurs and about teaching practices that are most effective in promoting the highest levels of motivation, learning, and achieveme nt for all lear ne「s ? This dual focus the n in forms and drives educatio nal decisio n making. Learner-centered is a reflection in practice of the Learner-Centered Psychological Principles-in the programs, practices, policies, and people that support learning for all. 外语学习者研究：二语习得一学习过程；学习者差异；学习者语言(屮介语) 学习过程(learning process)研究： ■第一语言影响(Tnrnsfer ) ■泛化(Generalization) ■简化(Simplification) -模仿(Imitation) ■显性知识和隐性知识的作用，有意识和无意识的学习过程 ■习得顺序(Sequences phases of L2 development) 学习者差异(Individual Differences)研究： -能力(智力 Intelligence＞ 语言学能 Language Aptitude) ■习性(学习风格、学习动机、人格、乐于交际程度) ■认知(学习信念(learnerbelief)白我认同(self-identity)) ■行为(学习策略learning strategies影响因素:动机motivationx学习的不同阶段、人 格personality学习风格learning style学习条件、年龄age、文化culture背景等)(参 见高一虫〔、刘润请、吴一安等人的研究) ■情感(兴趣、白尊self esteem ＞焦虑anxiety) Transfer and Negative Transfer 迁移与负迁移 Interference 干扰 Overgeneralization过度概括-目标语言系统过分法则化 Individual Differences: Horwitz (2000a), defined as, The terms good and bad, intelligent and dull, motivated and unmotivated have given way to a myriad of new terms such as integratively and in