Reflection-on-Second-Language-Acquisition-2019年文档资

ReflectiononSecondLanguageAcquisition：Thepurposeofthispaperistoestablishaclearcomprehensionanddiscernmentoffundamentalconceptsinthesecondlanguageacquisitionfieldanditscorrelationwithclassroomteachingandlearning.Itfocusesonthreeeasily-confusingaspectsandgiveoutpossiblestatements.KEYWORDS：Secondlanguageacquisition；Motivation；Languagetransfer；IQinlanguagelearningIntroduction：Secondlanguageacquisitionisthestudyofhowlanguagesarelearned.AccordingtoGassandSelinker（2001），itfurtherprovidesinsightintowhysecondlanguagelearnerscannotachieveashighlevelofproficiencyastheirfirstlanguage.Moreover，secondlanguageacquisitioncoversawiderrangeofknowledgerelatednotonlytolinguisticsbutalsotosociology，psychologyandbiology.一、“Themostimportantpredictorofsuccessinsecondlanguageacquisitionismotivation”Itiscommonlyacceptedthatmotivationplaysthecentralroleinsecondlanguageacquisition.Zull（citedinWlodkowski，2008，p.6）assertsthat“psychologicallyandbiologically，motivationandlearningareinseparable”.Inbiologicalperspective，motivationdetermines“howmuchenergyandattentionthebrainandbodyassigntoagivenstimulus”（Ratey，2001，p.2）.Psychologically，whenlearnersaremotivated，theyarewillingtoexpendgreatereffortstoovercomedifficulties；therefore，anxietydecreasesandcreativityincreasesapparently.Gardner（citedinOrtega，2009）andassociatesmeasurethequantityofmotivationpeoplehaveinlearningsecondlanguagethroughAttitude/MotivationTestBattery（AMTB）topredictareasonableproportionofsecondlanguageachievement.However，hisconclusionreceivesanumberofcriticismsasitdisregardstheroleofcontextsinlearningasecondlanguage（Ortega，2009）.Noelsetal（citedinOrtega，2009）proposetheLanguageLearningOrientationScale（LLOS）toexaminemotivationinsecondlanguagelearningbasedonself-determinationtheory.Thefindingshowsthatintrinsicmotivationinspireslearnerswithbetterachievementthantheextrinsicmotivatedones.However，noconclusionisdrawntopredicttheproportionofsuccessthroughthedegreeofmotivationexpendinsecondlanguagelearning.Dornyei（2005）developsprocess-orientedmodelcomprisingthreephasesofmotivation.Thismodelshowsthatmotivationunpredictablychangesoveraperiodoftimeduringtheprocessoflearning.Thiscreatesmorechallengetomanipulatesecondlanguageachievementthroughmotivation.Ingeneral，althoughanumberofstudieswereconductedinattempttopredictthepercentageofsuccess，nopersuasiveevidencewasfoundtoprovethatmotivationisthepredictoroflearners’success.Nevertheless，itcanbeadmittedthatmotivationplaysapositiveroleinsecondlanguagelearning.二、“Mostofthemistakesthatsecondlanguagelearnersmakeareduetointerferencefromtheirfirstlanguage”AccordingtoContrastiveAnalysisHypothesis（CAH）learnersaremorelikelyfavourablebythesimilaritiesthanthedifferencesbetweentheirfirstlanguageandtargetlanguage.Moreover，LightbownandSpada（2006）arguethaterrorsarenotalwaystheresultsoffirstlanguagetransfer，buttheyindicatelearners’processofacquiringstructureofsecondlanguage.Selinker（citedinLightbownandSpada，2006）firstintroducestheconceptof‘interlanguage’toemphasizethatlearnersarepossiblyinfluencedbythecharacteristicsoftheirnativelanguage，secondlanguageandothercharacteristicsthatlikelyhappenduringtheprocessofsecondlanguagelearning.James（1998）furtherclassifieserrorsintofourcategoriesnamelyinterlingual，intralingual，communicationstrategy-basedandinducederrors.Interlingualerrorsarethosecausedbylearners’firstlanguageinterferencewhereasintralingualerrorsresultfromthetargetlanguagebyovergeneralization（useofrulesinthecontextsthatarenotappliedto）orsimplification（reduction）.Communicationstrategy-basederrorsrefertolearners’assumptionthattheycanuseanyapproximationtoreplacetheintendedwords（use‘sensities’insteadof‘senses’）.Inducederrors，ontheotherhand，derivefromimpreciseteachers’explanationsorprompts（misuseof‘like’and‘asif’）.Thisprovesthatthereareanumberofotherelementsaffectlearners’errorsapartfromfirstlanguagetransfer.Thesefactorshappenthroughoutsecondlanguagelearningprocess.三、“Highlyintelligentpeoplearegoodlanguagelearners”Itisquitecommonthatanumberofpeoplefindlearningasecondlanguageisenjoyableandeffortlesswhileothersstrugglepainfullywithmountingpressurebutmakemodestprogress.Thisphenomenonisascribedtothecontributionoflearners’intelligenceinlanguagelearning.LightbownandSpada（2006）commentthatalthoughplentyofstudiesreportthatthehighIQlanguagelearnersaremorelikelysuccessfulthanthelowerones，anumberofcontroversialargumentarisesoverthecredibilityofthetestsbecausesomefocusoncommunicativeabilitywhileothersmeasuremetalinguisticknowledge.Therefore，inadequateevidencewasprovedaboutthecorrelationbetweenintelligenceandlanguagelearning.Furthermore，awiderangeoffindingsreportotherfactorscontributingtosuccessfullanguagelearning.NortonandToohey（2001）statethatevenpeoplewithfavourablecharacteristics，whicharebelievedtofacilitatelanguagelearning，maynotbesuccessfulwithoutsocialinteractions（citedinLightbownandSpada，2006）.Inthissense，theystresstheimportantroleofsocialsetting.Actually，inastudyconductedonstudentsinFrenchimmersionprograminCanada，Genesee（citedinLightbownandSpada，2006）confirmsthatdespitethes