浅谈第二语言学习的环境因素

一、从第二语言学习与习得理论看语言环境的作用人类学习母语比学习第二语言要容易、轻松得多。这是因为生活环境对于母语的学习起着潜移默化的作用。学习者在学习母语过程中始终经历着两种学习状态 ,即“learning(学习 )”和“acquisition(习得 )”。前者是有意识学习 ,后者是无意识学习。在生活环境里 ,母语的学习与习得交替进行。一个智力正常的儿童在这样的环境里能很快学会运用母语与别人流畅地交谈。这是学习语言的自然规律。而第二语言的学习在实际生活中却不具备这样的优势。第二语言的学习主要在课堂进行。学生在一个非常正式的场…     

第二语言习得的思考

比较母语学习与第二语言习得学习外语 ,可以看到学习外语必须强化记忆 ,强调语法 ,强调比较 ,强调实践     

浅析最近发展区理论对儿童二语习得的启示

维果斯基的最近发展区理论对当今小学儿童第二语言的学习产生了深远的影响，在介绍该理论的提出背景的基础上、从支架理论方面分析了其对儿童二语习得的启示。建议教学应应走在儿童发展的前面，建立起互动的教学模式，真正促进儿童第二语言的发展。     

通过语调对比浅析俄罗斯人母语负迁移对学习汉语语

在第二语言学习过程中,学习者的母语会对第二语言学习起到促进和阻碍的作用。Lado曾在《跨文化语言学》中定义说：“当母语的某些特征与目的语相似或一致时,容易产生正迁移和负迁移”,“负迁移”就是对语言学习的干扰。笔者本人通过对内蒙古师范大学国际交流学院俄罗斯留学生的调查发现,俄罗斯初级汉语水平学生受到母语的影响,在学习汉语语调时经常会发生规律性的错误。本文将从汉俄语调的差异展开分析负迁移对学生学习汉语口语的影响,并对今后教学提出见解。     

"认知"对第二语言习得的启示

近年来,第二语言习得研究领域呈现出多样化发展的趋势,认知研究方法就是其中之一.通过辨析"认知"一词在语言与语言习得研究不同理论或方法中的内涵差异发现,第二语言习得研究中的认知属于狭义认知心理学范畴,而认知语言学中的认知是广义的,是研究认知结构对语言的影响.因此,二语习得研究不应停留在把语言处理看做信息加工过程的认知心理学阶段,而应从认知语言学这一新的视角时其进行研究,借鉴和应用认知语言学的最新研究成果.     

克拉申监控理论述评

在第二语言习得的研究领域,研究者们基于大量实证研究提出了种种理论模式,用以描述第二语言习得的过程,解释第二语言习得的机制。在诸种理论模式中,克拉申的“监控理论”影响最大,它包括“五大假说”:习得——学得假说,情感过滤假说,监控假说,输入假说,自然顺序假说。通过结合第二语言习得的实际问题对克拉申“监控理论”进行介绍、分析和评述,有助于把握第二语言习得的焦点,并加深对第二语言习得过程和机制的认识。     

日本留学生汉语学习中的疑难问题分析

本文从语言、语汇语法两方面分析了日本留学生汉语学习中的疑难点，指出对外汉语教学应进行母语与第二语言比较，有针对性地实施教学，以排除母语干扰．     

跨文化交际与语言学习

文化人类学认为,文化具有经由社会习得、为民族所共有、象征性和整体性的本质特征。文化的创造离不开语言,语言是文化的载体。语言的学习,是文化的学习与渗透。因此,学习第二语言,掌握第二文化,必须同步并进,将语言置于其文化背景下,有助于开阔视野,获得较为全面的知识,从容地跨越文化交际的沟壑。     

中介语石化的成因及解决策略

中介语也译为过渡语或语际语,是第二语言习得过程中,学习者在大脑中建立的关于第二语言的系统性知识。中介语石化是指外语学习者的外语水平达到一定程度之后,语言能力处于一种停滞不前的状态,很难再有进步和飞跃。瑟林克认为二语石化现象主要由五个因素构成,包括母语迁移、由培训引起的迁移、第二语言学习策略、第二语言交际策略和目标语语言材料的过度泛化。思考沃从神经和生物学角度解释石化现象,认为二语习得中存在关键期假说。舒曼从文化适应角度解释石化现象并提出文化迁移模式。克拉申认为,没有对二语习得者进行足够量的可理解性的语言输入是导致石化现象的主要原因。基于此,有效地解决石化现象的策略为:培养学习者积极情感;加强语言知识积累,降低母语干扰;正确运用学习策略;拓展语言学习资源,加强对目标语文化的了解;消除培训产生的负迁移,努力提高教师的教学质量。     

第二语言习得的元认知分析

元认知与第二语言习得间的关系研究成为近年来语言学、心理学和教育学领域的热点问题.元认知是认知的认知,包括元认知知识、元认知体验和元认知监控.元认知全方位影响第二语言的习得.从元认知知识的角度来看,学习者要重视对语言学习的认知因素和情感因素的认知,加强对学习任务、内容和策略等的元认知,统筹学习活动的计划、组织、监控、调节和评价.从元认知体验的角度来看,要充分发挥其在二语习得的元认知知识和认知调节之间、元认知活动和认知活动之间的中介作用.从元认知监控的角度来看,学习者要根据元认知知识和元认知体验对二语习得过程中的认知活动进行积极的、及时的监控以达到预定目标,最终实现元认知在二语习得中的效用最大化.     

查尔斯·弗里斯与对比语言学

弗里斯首倡语言对比分析,为英语教学实践提供指导.他认为二语学习与一语学习相比是截然不同的过程;二语学习的根本难题来自于母语习惯中的那套特殊的特征;最有效的教学材料应以对一、二语的科学的平行描写与对比为基础;在语言测试中要集中关注那些数量相对较少却有战略意义的项目;完整的双语对比应包括社会文化特征的描写和对比.弗里斯从理论与实践上为语言对比分析做好了铺垫,开启了现代对比语言学的大门.     

第二语言学习与母语习得的比较

从“语言习得机制”(LAD) ,即人们天生的、遗传的习得语言的能力入手 ,对该机制在语言教学中所起到的作用进行分析 ,找出母语与第二语言的共同点及母语习得与第二语言习得过程中文化和语用规则的区别 ,将其运用于语言教学实践 ,以使课堂教学更有成效。     

学习者因素对成绩的影响——一项关于学习策略的实证研究

本实证研究以广东外语外贸大学国际学院学生作为调查对象,通过问卷、访谈及测试的形式考察其学习策略与英语成绩之间的关系。研究结果表明学习策略对学习者的成绩提高并不能起到显著的作用。基于此,进一步对制约学习策略发挥作用的其它学习者因素进行探讨,进而对大学英语教学营造更好的自主学习环境提出相应的建议。     

语用错误及其原因探析

为了避免交际失败 ,外语学习者不仅要具备语法能力 ,还应具备语用能力。本文试图通过实例分析语用错误及导致语用错误的可能原因 ,探寻外语学习者获得提高语用能力的方法。     

Individual Differences in Infant Skills as Predictors of Child-Caregiver Joint Attention and Language

Current research suggests that the extent to which child-caregiver dyads engage in interactions involving episodes of joint or coordinated attention can have a significant impact on early lexical acquisition. In this regard it has been recognized that individual differences in early developing child communication skills, such as capacity to follow gaze and early infant language, may contribute to these child-caregiver interactional patterns, as well as to subsequent language development. To address this expectation, 21 infant-parent dyads were recruited for participation in a longitudinal study. Early infant language, responding to joint attention skill, and cognitive development were assessed at 12 months of age. Child-caregiver joint attention episodes, as well as responding to joint attention skill and child language, were assessed at 18 months of age. Developmental outcome, using the MacArthur Communicative Development Inventories and the Bayley Scales of Infant Development-II, was assessed at 21 and 24 months of age. Consistent with previous findings, results indicated that individual differences in child-caregiver episodes of joint attention were related to language at 18 months. In addition, though, 12 month vocabulary and responding to joint attention skill were associated with some aspects of 18 month child-caregiver interaction, as well as subsequent language development. In general, 12 month child measures and 18 month child-caregiver interaction measures appeared to make unique contributions to language development in this sample. These results suggest the need to further consider the role of infant skills in the connections between child-caregiver joint attention episodes and language development.     

基于神经网络的情境学习绩效评价模型研究

以计算机和网络为标志的信息技术,为情境学习绩效评价构建了开放系统。采用BP神经网络可以建立情境学习评价系统的数学模型,学习者在学习过程中根据情境学习绩效指标对学习过程进行评价,并将动态评价结果输入到BP神经网络模型中,则学习者情境学习绩效评价值就可以比较真实地表现出来了。这是基于神经网络技术,在情境学习理论指导下,对情境学习绩效评价理论和实践的探索。     

Communicative competence in 5- to 8-year-olds with mild or moderate learning difficulties and their classroom peers: referential and negotiation skills

Two studies were run to examine communicative and social aspects of the interaction between 5- to 8-year-old children with mild or moderate learning difficulties (LD) and their classroom peers for whom no such difficulties had been observed (NLD). In the first study, the children's communicative responses to a referential group task were explored, through children describing drawings to each other. In terms of the nature of information exchange, few differences were found between NLD and LD children. Differences were found in terms of the social content of language: in the listener role, LD children tended to be the recipients of more critical and directive speech. The second study, focusing on consensus forming and negotiation processes in a co-operative group task, mirrored the patterns of social aspects found in Study 1. LD children tended to be less influential in affecting the consensus and in directing the course of the task.     

Comparison as a Universal Learning Action

This article explores ‘comparison’ as a universal metasubject learning action, a key curricular element envisaged by the Russian Federal State Educational Standards. Representing the modern learner’s fundamental pragmatic skill embedding such core capacities as information processing, critical thinking, robust decision-making, and effective problem solving, the universal learning action of ‘comparison’ has become a new professional challenge for educators, in terms of both understanding the underlying theoretical framework and ensuring that appropriate instructional models are deployed. The author seeks to clarify either of these aspects by providing a plain discussion of how the basic mechanisms of comparison as a cognitive device can be incorporated into clear and simple classroom aids and algorithms supporting goal-directed learning.