The Strategies in Second Language Acquisition 第二语言习得的学习策略

1、 第二语言习得的学习策略 the strategies in second language acquisition abstract: the application of second learning strategy is a dynamic process of implementation. strategies can determine the outcomes of l2 learning. proper strategies can accelerate the speed of language acquisition. to students who try to le

2、arn foreign language, grasp of learning strategies and in turn, skillful use of such, are important factors. this paper simply probes into the implications of second language acquisition and the strategies for foreign language learning and teaching, is to designed to help students better understand

3、how they learn a second language and to help them become better learners. key words: second language acquisition；strategies; factorsintroduction learning a second language is something we need to communicate and exchange our views with people speaking a language usually different from ours. language

4、 acquisition begins very early in the human lifespan, and begins, logically enough, with the acquisition of a languages sound patterns. learning strategies have been described as what learners do to learn and do to regulate their learning.they include three categories:1. by goal (language learning s

5、trategies and language use strategies) 2. by founction. learner strategies include metacognitive activities, cognitive activities and affective strategies. 3. by skill (the strategies of listening,speaking,reading and writing,etc.) once the range of possible learner strategies has been obtained, the

6、 teacher would be able to provide an environment which would enable students to identify those strategies that work best for them. 1. the implication of second language acquisition the study of sla provided a body of knowledge which teachers can use to evaluate their own pedagogic practices. there i

7、s no simple answer to the question what is the second language acquisition? second language acquisition is a complex, multifaceted phenomenon and it is not surprising that it has come to mean different things to different people. the goal of sla is to explain the processes underlying non-native lang

8、uage acquisition.this brief analysis helps us see the complexity of the question and suggests something about the nature of the model that might provide a satisfying solution to it. it is most unlikely to be a simple principle or even a more sophisticated combination. language learning results from

9、the interaction and integration of a large number of factors and not from any single factor.2. factors in making strategies for l2 acquisitionthere are many factors that play into making strategies for l2 acquisition. although it is debatable which are most important, it is true that a combination o

10、f psychological, physiological and social factors come into play in language learning. although neurologically there may be an advantage to learning a language at an early age, it is just as possible in adults to learn l2, and may progress faster, due to the maturation and motivation of the learner.

11、2.1 external factorsthere are three questions for you to think:(1) how do learners learn a second language?(2) why do learners vary in how fast they learn a second language?(3) why do most learners fail to achieve full target-language competence?to answer these questions we will need to consider thr

12、ee aspects of l2 acquisition: (1) the external environment, (2) the black box (i.e. the learners existing knowledge and the internal mechanisms that guide l2 acquisition), and individual learner factors, such as age and motivation. 2.2 internal factorseach student is the product of inherited traits,

13、 the environment, and the people with whom he or she comes in contact. students differ from one another in every conceivable way. recent research on the developing brain supports the initiation of learning a second language during the early elementary school years in order to take advantage of the n

14、atural process of second language acquisition during this critical period of development.(1)children have the ability to learn and excel in the pronunciation of a foreign language. (2)participation in early foreign language learning shows no sacrifice of basic skills, but rather shows positive resul

15、ts in areas of standardized testing. (3)children who had studied a foreign language show greater cognitive development in such areas as mental flexibility, creativity, divergent thinking, and higher order thinking skills. (4)foreign language study has shown to enhance listening skills, memory and a

16、greater understanding of ones own language. (5)children studying a foreign language have an improved self-concept and sense of achievement in school. (6)children who have studied a foreign language develop a sense of cultural pluralism, openness and appreciation of other cultures. provide all studen

17、ts with the opportunity to study a second language in the elementary school. establish a well articulated, extended sequence of language instruction that is optimal for learning and teaching. 3. l2 learning strategieslearning strategies are procedures, employed by the learners, in order to make thei

18、r second language learning as successful as possible.the aims of a second language teaching course are very often defined with reference to the four language skills: understanding speech, speaking, reading and writing. these aims, therefore, relate to the kind of activity which the learners are to p

19、erform. but how can we characterize this activity? what is it that learners are expected to understand, speak, read and write? the obvious answer is: the language they are learning. in this view, the learning of a language involves developing the ability to produce correct sentences.the results of t

20、he studies on strategy description and categorization have found their implications in language classrooms in helping teachers accelerate the language learning of their students. if learners are to be in a position to be made aware of different strategies that can assist them in the process of learn

21、ing, they should be familiar with the strategies that are available. in other words, if students have to make their strategy selection, they have to know about the process of making this selection, because informed selection of strategies presupposes knowledge of strategies and knowledge of strategi

22、es presupposes instruction. learning strategies are considered to be behaviors that help in enhancing knowledge integration and retrieval. they are also considered behaviors that constitute organized plans of action that help achieving a goal. 3.1 by goal 3.1.1 language learning strategies: memory s

23、trategies:a. creating mental linkages b. applying images and sounds c. reviewing well d. employing actionthe following factors can have a significant impact on your memory. it is important to evaluate the extent to which these factors may be impacting your memory/learning and take action to address

24、these issues first.l drug and alcohol use can have a negative impact on memory functioning. l exercise and good health are associated with better brain oxygenation and improved speed of learning and recall. l fatigue can interrupt our ability to attend to incoming information as well as to retrieve

25、stored information. l the impact of stress and tension on memory abilities should not be underestimated. feelings of anxiety and/or depression can interrupt your ability to attend to information, store information, and retrieve information. l some medical conditions and the drugs used to treat them

26、can also impact your memory. it is important to ask your physician about ways in which any chronic or acute illnesses you have or medications that you are taking may be affecting your learning. 3.2 by functions3.2.1 meta-cognitive strategies:a. centering your learning b. arranging and planning your

27、learning c. evaluating your learningmet cognitive strategies process learners consciously use to supervise or manage their language learning. they allow learners to control their own cognition by planning what they will do, checking how it is going, and then evaluating how it went. met cognitive str

28、ategies involve:l advance organizers & advance preparationl directed attention & selective attentionl self-management , self-monitoring & self-evaluationl delayed production 3.2.3 social/affective strategies: a. lowering your anxiety b. encouraging yourself c. taking your emotional temperaturesocial

29、 strategies mean learning by interacting with others, such as working with fellow students or asking the teachers help. affective strategies help to create and maintain suitable internal and external climates for learning. they are strategies for reduction of anxiety and for self-encouragement. the

30、learners perceived the affective strategy instruction to be most beneficial in classroom activities and for real life purposes. the powerful social and affective strategies involve:l co-operation with othersl questioning for clarificationl questioning for help 3.3 by skill 3.3.1 listening strategies

31、:l listening for the main ideal predictingl drawing inferencesl summarizing 3.3.2 speaking strategies:l using minimal responsesl recognizing scriptsl using language to talk about language 3.3.3 reading strategies:l making connections & asking questionsl determining importancel visualizingl synthesiz

32、ing l using fix up strategies3.3.4 writing strategies:l thinking about the topic before writingl brainstorming ideas and approachesl discussing the topic with others, getting new ideas and clarifying their own thoughtsl seeing example writing that deals with similar issues the most important strateg

33、ies are as follows:l understanding the structure of wordsl using a dictionaryl defining words in multiple contextsl integrating new words into working vocabularies conclusionsecond language acquisition is a science to study language acquisition environment, the acquisition process and acquisition ru

34、les. it has a great positive impact on human language universal law, cognitive development, language development, cultural issues and also foreign language teaching. learners themselves may have important insights into how they learn. however, individuals differ in their cognitive skills. they also differ in their ability to get the required exposure to the language and in the amount of help they need from others in orde