二語習得課堂Schumann提出文化適應是學習者與目語社團社會和心理結合

Chapter8TheoriesofImportantTheoriesofBehavioristLearningMentalistLearningTheAcculturationDiscourseTheMonitorWhatisBehavioristLearningTheoryandwhatisMentalistLearningTheAcculturationTheory(文化適應理論DefinitionofAcculturationisdefinedbyBrown(1980)as“theprocessof ingadaptedtoanewculture”.JohnSchumann’sSchumann者對目的語的適應程度將制約第二語言水平”現學習者社團與目的語社團關系的一系列社會因素決定。Schumann認語言：學習者使用目的語時所體驗的困惑和恐懼文化：學習者在接觸一種新文化時所產生的焦慮和失落感自我界限：學習者的話語自我塑性和程度。語言自我是指外語學習者在JohnSchumann’sSecondlanguageacquisitionisjustoneaspectofacculturationanddegreetowhichalearneracculturatestothetargetlanguagegroupwillcontrolthedegreetowhichheacquiresthesecondlanguage.FactorsDeterminingAcculturation,andhenceSLA,isdeterminedbythedegreeofsocialandpsychologicaldistancebetweenthelearnerandthetargetlanguageculture.SocialSocialdistanceiscreatedbytherelationsbetweenthelearnerandmembersofthetargetsocialgroup.PsychologicalPsychologicaldistanceistheresultofvariousaffectivefactorsofthe(1)language (2)culture (3) (4)egoTheDiscourseTheory(話語理論DiscourseisthelanguageinAccordingtothediscoursetheoryoflanguageacquisition,whichwasproposedbyHatchinthelate1970s,functionsofspeechareofprimaryimportancetolearnersbothinthecaseofmothertongueaswellasaforeignlanguage.Hatch(1978)在研究第一語言習得的基礎上從語用的角度提出。他使用定性的分Itfollowsfromatheoryoflanguageuse,inwhichcommunicationistreatedasthematrixoflinguisticknowledge,thatlanguagedevelopmentshouldbeconsideredintermsofhowthelearnerdiscoversthemeaningpotentialoflanguagebyparticipatingincommunication.Inastudyofhowhisownchildacquiredlanguage,Hallidayshowsthatthedevelopmentoftheformallinguisticdevicesforrealizingbasiclanguagefunctiongrowsoutoftheinter alusetowhichlanguageisput.Becausethestructureoflanguageisitselfareflectionofthefunctionsitserves,itcanbelearntthroughlearningtocommunicate.TheMonitorModel(模式StephenKrashen’sMonitorModelisoneofthemodelsthatadopttheItemphasizestheroleofexposuretocomprehensibleinputinsecondlanguageKrashen’sMonitorModelconsistsoffivecentralAcquisition/learningMonitorThenaturalorderTheinputTheaffectivefilterS．D．Krashen2080年代初提出了著名的且頗有爭議的順序假說，假說，輸入假說和情感過濾假說。Theacquisition-learningAcquisitionwhichreferstothesubconsciousprocessinwhichtheydeveloptheirlanguageproficiencythroughnaturalcommunicationsinthetargetlanguageanditisverysimilartotheprocesschildrenuseacquiringtheirfirstlanguage.Learningreferstotheconsciousprocessinwhichtheyacquiretheexplicitknowledgeoftherulesofthetargetlanguage.ThemonitorTheonlyfunctionoflearningistomonitororeditwhathasbeenorisgoingtobeproducedaccordingtothenormsofthetargetlanguage.有意識的語言知識，只是在第二語言運用時起作用。Threeconditionsfortheuseofthespeakermusthavesufficienttimetomonitorhisthelanguageperformermusthavehisfocusonthelanguageperformermusthaveanexplicitknowledgeoftherulesofthetarget決定作用發(fā)揮的先決條ThenaturalorderThishypothesisclaimsthatthereisapredictable,naturalorderfortheacquisitionofgrammaticalstructuresinasecondlanguage,irrespectiveofagedifferencesandlanguagebackgroundsofacquirers.于掌握過去時，掌握名詞復數先于掌握名詞所有格’s等。如果我們的目的是要習得某種語言能力的話，就有理由不按任何語法順序來教學。TheInputAccordingtoStephenKrashen’sinputhypothesis,L2acquisitiontakesplacewhenalearnerunderstandsinputthatcontainsgrammaticalformsthatareat“i+1”(i.e.arealittlemoreadvancedthanthecurrentstateofthelearner’sinterlanguage).TheaffectivefilterThehypothesisisbasedonthetheoryofanaffectivefilter,whichstatesthatsuccessfulsecondlanguageacquisitiondependsonthelearner’sfeelings.Negativeattitudes(includingalackofmotivationorself-confidenceandanxiety)aresaidtoactasafilter,preventingthelearnerfrommakinguseofinput,andthushinderingsuccessinlanguagelearning.什么是情感Dulay等:Whenastudentisexposedtoanewlanguage,thefirstinternalhurdlesareposedbytheindividualsemotionalstateandmotivation(1982:4).從教育心理學的角度看,學習過程中影響學習效果的最大因一是學習者的情感控制。(等,1996:46)那么,哪些情感因素會導致學習者的產生呢?Krashen認為主要有三種:(1)動機(