罗莹莹-chapter11-Theories-of-second-language-acquisit

Taxonomytheprocessorasystemoforganizingthingsintodifferentgroupsthatshowtheirnaturalrelationships,especiallyplantsoranimals(Longmandictionary)thestudyofthegeneralprinciplesofscientific(Merriam-webster)isthepracticeandscienceofclassification(Wikipedia)Hypothesesanideaorexplanationforsomethingthatisbasedonknownfactsbuthasnotyetbeenproved(Cambridgedictionary)anideathatissuggestedasanexplanationforsomething,butthathasnotyetbeenprovedtobetrue(Longmandictionary)anassumptionorconcessionmadeforthesakeofargument(Wikipedia)理论（theory）：是以理论和证据为基础的、用于解释某一事实或现象的普遍原理的陈述。理论比假说往往更得到更有力的证明。模式(model):在语言学里指的是确定语言的某些方面或特征以便说明其结构或功能的系统方法。假说(hypothesis)：指在研究中用量化的方法和统计手段分析数据并就有关现象之间的已知关系或预计关系作出推测。StephenKrashen(1941-)UniversityofSouthernCalifornia;anexpertinthefieldoflinguistics;specializingintheoriesoflanguageacquisitionanddevelopment;hisrecentresearchhasinvolvedthestudyofnon-Englishandbilinguallanguageacquisition;haspublishedover100booksandarticlesandhasbeeninvitedtodeliverover300lecturesatuniversitiesthroughouttheUnitedStatesandCanada.In1970s,AmericanlinguisticKrashenpropoundedtheMonitorModel(监察模式),positsadistinctionbetween“acquisition”and“learning.”IndescribingtheMonitorModel,Krashenclaimedthatadultsecondlanguagelearnershave2meansforinternalizingthetargetlanguage.The1stis“acquisition,”asubconsciousandintuitiveprocessofconstructingthesystemofalanguage.The2ndmeansisconscious“learning”processinwhichlearnersattendtoform,figureoutrules,andaregenerallyawareoftheirownprocess.The“Monitor”isanaspectofthissecondprocess.theAcquisition-Learninghypothesis(学习-习得假说)theMonitorhypothesis（监察假说）theNaturalOrderhypothesis（自然顺序假说）theInputhypothesis（语言输入假说）theAffectiveFilterhypothesis（情感过滤假说）Krashen'stheoryofSLAconsistsof5mainhypotheses:theAcquisition-LearninghypothesistheInputhypothesistheMonitortheory1.Theacquisition-learninghypothesis•Acquisition(习得)vs.Learning(学得)•theacquisition-learningdistinctionisthemostfundamentalofallthehypothesisinKrashen’stheoryandthemostwidelyknownamonglinguisticsandlanguagepractioners.•Accordingtokranshen,thereare2independentsystemsofsecondlanguageperformance“theacquisitionsystem”and“thelearnedsystem”.1.Theacquisition-learninghypothesis•Whatisacquisitionsystem?•The“acquisitionsystem”or“acquisition”istheproductofasubconsciousprocessverysimilartotheprocesschildrenundergowhentheyacquiretheirfirstlanguage.Itrequiresmeaningfulinteractioninthetargetlanguage—naturalcommunicativeinwhichspeakersareconcentratednotintheformoftheirutterances,butinthecommunicativeact.1.Theacquisition-learninghypothesis•Whatislearnedsystem?•Thelearnedsystemorlearningistheproductofformalinstructionanditcomprisesaconsciousprocesswhichresultsinconsciousknowledgeaboutthelanguage.E,g,:knowledgeofgrammarrule.targetlanguage;AcquisitionLearningimplicit,subconsciousexplicit,consciousinformalsituationsformalsituationsusesgrammatical'feel'usesgrammaticalrulesdependsonattitudedependsonaptitudestableorderofacquisitionsimpletocomplexorderoflearning2.Themonitorhypothesis•TheMonitorhypothesisexplainstherelationshipbetweenacquisitionandlearninganddefinestheinfluenceofthelatterontheformer.Themonitoringfunctionisthepracticalresultofthelearnedgrammar.AccordingtoKrashen,theacquisitionsystemistheutteranceinitiator,whilethelearningsystemperformstheroleofthe'monitor'orthe'editor'.2.Themonitorhypothesis•Peoplegenerallytrytospeakfluentlyandappropriately,andtrytomakethemselvesunderstood.Theinterjectionsandself-correctionsthatspeakersmakewhiletalkingshowthatmonitoringistakingplace,andareusuallyforthepurposesofmakingmeaningclearer.2.Themonitorhypothesis•Forexample:•Heis,well,ratherdifficult.•CanIhave,say,aglassofbeer.•Theyown,Imeanrent,alovelyhouse.2.Themonitorhypothesis•The'monitor'actsinaplanning,editingandcorrectingfunctionwhenthreespecificconditionsaremet:thatis,•1)thesecondlanguagelearnerhassufficienttimeathis/herdisposal,•2)he/shefocusesonformorthinksaboutcorrectness,and•3)he/sheknowstherule.3.Thenaturalorderhypothesis•Definition:thehypothesisthatchildrenacquiringtheir2ndlanguageacquirelinguisticforms,rules,anditemsinasimilarorder.•TheNaturalOrderhypothesissuggestedthattheacquisitionofgrammaticalstructuresfollowsa'naturalorder'whichispredictable.Foragivenlanguage,somegrammaticalstructurestendtobeacquiredearlywhileotherslate.4.Theinputhypothesis•Definition:Theideathatexposuretocomprehensibleinputwhichcontainsstructuresthatareslightlyinadvanceofalearner’scurrentlevelofcompetenceisthenecessaryandsufficientcauseofSLA•ClaimsinKrashen’sInputHypothesis(RodEllis.p.273)TheInputhypothesisisKrashen'sattempttoexplainhowthelearneracquiresasecondlanguage.Inotherwords,thishypothesisisKrashen'sexplanationofhowsecondlanguageacquisitiontakesplace.So,theInputhypothesisisonlyconcernedwith“acquisition”,not“learning”.Accordingtothishypothesis,thelearnerimprovesandprogressesalongthe“naturalorder”,whenhe/shereceivessecondlanguage“input”(viahearingorreading,notspeakingandwriting)thatisonestepbeyondhis/hercurrentstageoflinguisticcompetence.4.TheinputhypothesisAccordingtoKrashen(1982:63-72),op