二语习得课堂Schumann提出文化适应是学习者与目语社团社会和心理结合

Chapter8TheoriesofImportantTheoriesofBehavioristLearningMentalistLearningTheAcculturationDiscourseTheMonitorWhatisBehavioristLearningTheoryandwhatisMentalistLearningTheAcculturationTheory(文化适应理论DefinitionofAcculturationisdefinedbyBrown(1980)as“theprocessof ingadaptedtoanewculture”.JohnSchumann’sSchumann者对目的语的适应程度将制约第二语言水平”现学习者社团与目的语社团关系的一系列社会因素决定。Schumann认语言：学习者使用目的语时所体验的困惑和恐惧文化：学习者在接触一种新文化时所产生的焦虑和失落感自我界限：学习者的话语自我塑性和程度。语言自我是指外语学习者在JohnSchumann’sSecondlanguageacquisitionisjustoneaspectofacculturationanddegreetowhichalearneracculturatestothetargetlanguagegroupwillcontrolthedegreetowhichheacquiresthesecondlanguage.FactorsDeterminingAcculturation,andhenceSLA,isdeterminedbythedegreeofsocialandpsychologicaldistancebetweenthelearnerandthetargetlanguageculture.SocialSocialdistanceiscreatedbytherelationsbetweenthelearnerandmembersofthetargetsocialgroup.PsychologicalPsychologicaldistanceistheresultofvariousaffectivefactorsofthe(1)language (2)culture (3) (4)egoTheDiscourseTheory(话语理论DiscourseisthelanguageinAccordingtothediscoursetheoryoflanguageacquisition,whichwasproposedbyHatchinthelate1970s,functionsofspeechareofprimaryimportancetolearnersbothinthecaseofmothertongueaswellasaforeignlanguage.Hatch(1978)在研究第一语言习得的基础上从语用的角度提出。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颇有争议的顺序假说，假说，输入假说和情感过滤假说。Theacquisition-learningAcquisitionwhichreferstothesubconsciousprocessinwhichtheydeveloptheirlanguageproficiencythroughnaturalcommunicationsinthetargetlanguageanditisverysimilartotheprocesschildrenuseacquiringtheirfirstlanguage.Learningreferstotheconsciousprocessinwhichtheyacquiretheexplicitknowledgeoftherulesofthetargetlanguage.ThemonitorTheonlyfunctionoflearningistomonitororeditwhathasbeenorisgoingtobeproducedaccordingtothenormsofthetargetlanguage.有意识的语言知识，只是在第二语言运用时起作用。Threeconditionsfortheuseofthespeakermusthavesufficienttimetomonitorhisthelanguageperformermusthavehisfocusonthelanguageperformermusthaveanexplicitknowledgeoftherulesofthetarget决定作用发挥的先决条ThenaturalorderThishypothesisclaimsthatthereisapredictable,naturalorderfortheacquisitionofgrammaticalstructuresinasecondlanguage,irrespectiveofagedifferencesandlanguagebackgroundsofacquirers.于掌握过去时，掌握名词复数先于掌握名词所有格’s等。如果我们的目的是要习得某种语言能力的话，就有理由不按任何语法顺序来教学。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).从教育心理学的角度看,学习过程中影响学习效果的最大因一是学习者的情感控制。(等,1996:46)那么,哪些情感因素会导致学习者的产生呢?Krashen认为主要有三种:(1)动机(