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重点论文网    文科论文    英语论文    论第二外语习得和外语学习的差异
创建时间:05-19

论第二外语习得和外语学习的差异

The Differences between Second Language Acquisition and Foreign Language Learning

Abstract
The Second language acquisition (SLA) traces back the development of foreign language teaching theoretical study and serves teaching theoretical study. Now, most linguists today at home and abroad in their writings used, "Second Language Acquisition” And "Language Learning" these two terms to express the same concept without distinction. There are some people recognize their Differences .We make the distinction not for the sake of telling the differences but for the Purpose of serving the further study of both SLA theory and foreign language Pedagogy. This thesis aims to illustrate the relationship and the differences between “Second Language Acquisition” and “Language learning” in order to serve foreign language teaching better.
Key words: second language acquisition; foreign language learning; relationship; difference 


摘要
第二语言习得理论研究源于外语教学理论研究的发展,并且为教学理论研究服务。现今国内外大多数的语言学家在他们的著作中毫无区别地使用“二语习得”和“外语学习”这两个术语表达同一个概念。然而,也不乏有人承认它们之间的区别。研究“外语学习”和“第二语言习得”之间差异,不是为了区别而区别,而是为了服务于第二语言习得通用理论的研究和以外语教学为目的研究。本论文旨在阐述外语学习与二语习得之间的关系和区别,以便更好地服务于外语教学。
关键词:二语习得;外语学习;联系;差别

Chapter One Introduction
     This is a time of the ‘global village’ and the ‘World Wide web ’when    Communication between People has expanded way beyond their local speech communities. As never before,People have had to learn a second language,not just as a Pleasing Pastime,but often as a means of obtaining an education or securing employment. At such a time there is an obvious need to discover more about how second languages are learned(Ellis1994:3).And there is an urgent need to find out whether the proficiency of second language learning can be improved. TO get these answers,we need to turn to SLA study. 
A longitudinal study is made to reveal what relationship is between second language acquisition (SLA) and foreign language learning by tracing back foreign language teaching in the west to half century ago; and it is found that the study of second language acquisition is the natural result of the foreign language learning/teaching research work. However, early before its establishment as a subject, the goal of its research changed from mainly serving the classroom teaching to focus on the process in which people learn a language other than their mother tongue, inside or outside of classroom. In Chapter Three the differences between second language acquisition and foreign language learning are discussed in semantic, language contexts as well as the interference of the first language. This thesis tries to make it clear that we make the distinction not for the sake of telling the difference but for the purpose of serving the further study of both SLA theory and foreign language pedagogy.

Chapter Two The relationship between “Second Language Acquisition” and “Language learning”
2.1Historical Background of Second Language Learning /Teaching
When the USA entered the Second World War, it suddenly became clear that oral skills in foreign languages were necessary for American soldiers posted all over Asia and Europe. For a teaching method the authorities turned to the Structural Linguists to provide a scientific description of language and to the Behaviourist Psychologists to set out a scientific description of learning. The result of their cooperation became known as the Audiolingual Method, which was widely used in the USA and influenced foreign language learning environments around the world for at least 20 years, and even longer in some countries. At the same time, British linguists put out Oral Method and Situational Method, which emphasize the oral language, correct structure and natural situation.
Developing from these methods, came the Communicative Method and the
Natural  Approach,  and  some  other  methods  like,  the  Silent  Way  and the Community Language Learning. These approaches and methods involved a great number of linguists' researching work, although they were not as popular as above mentioned ones. Just because of the participation of all those linguists, Second Language Acquisition (SLA) research began to be recognized as a discipline in its own right during the 1970s.
2.2Early Second Language Acquisition Research
Instead of finding directly an effective teaching method, some researchers concentrates on finding the general way in which people acquire a language other than their mother tongue, inside or outside of a classroom. Some early SLA researchers focus on the relationship between first language acquisition and second language acquisition, and some show great interest in error analysis.
2.2.1Weinreich and His `Interference'
In his book Language in Contact, Weinreich (1953) discusses how two language systems relate to each other in the mind of the same individual. The key concept is interference, defined as `those instances of deviation from the norms of either language, which occur in speech of bilinguals as a result of their familiarity with more than one language' (Weinreich, 1953: 1).Interference can happen in all the systems of language knowledge. Speakers may carry over the L1 phonological system by ignoring distinctions made in the L2 but no in the L1;or at the grammatical level speakers impose inappropriate L1 word orders on the L2. Interference covers not only the effects of the L1 on the L2 but also the effects of the L2 on the L1,as in the gradual loss of the L1 by some bilinguals (Selinger and Vago, 1991). Interference according to Weinreich, happens on two dimensions一the actual speech of the bilingual and the bilingual's knowledge of language: `In speech, interference is like sand carried by a stream; in language, it is the sedimented sand deposited on the the bilingual knowledge of language rather than with its development, that is to say with the knowledge question rather than with the acquisition question, the notion of interference represent a constant theme in SLA research (Cook 1993: 9).
A second aspect of Weinreich's work that proved influential for the emerging study of second languages, along with the work of others, was the relationship of the two languages in the individual mind. Weinreich's example is the concept/word relationship between the English word“book" and the equivalent Russian word "Kniga". One possibility is that bilingual speakers have two separate concepts in the mind corresponding to the two separate words. They know what English "book" means and they know what Russian "kniga" means but there is no direct link between the two languages in their minds: the two language systems coexist side by side, at least so far as their lexicons are concerned. Weinreich uses the term `coordinative' bilingualism for this state. A second possibility is that bilinguals have a single concept of a `book', which is related to the two different words /knigal and /buk/ in the two languages: the two languages are related via a single concept. This is `compound' bilingualism where the two languages are linked in the mind at the level of concepts.A third possibility is that the concept leads, not to the L2 word directly, but to the L2 word via the L1 word. An English speaker of Russian might connect the Russian word/knigal directly to the English word /buk/ rather than to the concept `book'.That is to say, the second language is derived from the f

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