《语言的获得与学习》学期论文.doc

语言的获得与学习课程学期论文题 目：The Effect of Input, Interaction and Instruction on the Rate of SLA学 院：外国语学院专 业：英语教育班 级：2011级姓 名：寇婷婷学 号：2114070587二 一四年 六 月评分标准及得分：1234总分论点（30%）论据（30%）论证（20%）结构（20%）100%说明自己研究内容的发展历史，前人的主要研究成果，存在的问题及发展趋势等；综述中有自己的观点和见解，能够发现问题、提出问题，并指出分析、解决问题的可能途径系统地查阅与自己的研究方向有关的国内外文献，通常阅读文献不少于10篇/本资料运用恰当、合理；条理清晰，文字通顺简练应包括引言、本论、总结、参考文献等五个方面内容；字数在1500左右；符合学术论文写作格式The Effect of Input, Interaction and Instruction on the Rate of SLA Having considered the key issues in SLA research, I shall conclude this paper by outlining a framework for investigating SLA. This serves to draw together the various components considered in discussion of the key factors , these are input , interaction, and instruction . Each of the factors is considered briefly below,together with some ideas of mine. The effect of input Krashens comprehensible input hypothesis implies that there is a cause-and-effect relationship between input and SLA. Chomsky has point out that in many instances there was no match between the kind of language to be observed in the input and converting it into a form that the learner could store and handle in production. Chomskys mentalist view of language learning emphasized what he called the learners “language acquisition device” and played down the role of the linguistic environment. In language learning, input is the language data which the learner is exposed to. It is commonly acknowledged that for second language acquisition to take place there must be two prerequisites: L2 input available to the learners and a set of internal mechanism to account for how L2 data are processed (Ellis, 1985). Towards the issue of input there are generally three views: behaviorist, mentalist and interactionist view, each holding a different emphasis in explaining SLA. A behaviorist view treats language learning as environmentally determined, controlled from outside by the learners are exposed to and the reinforcement they receive. In contrast, mentalist theories emphasize the importance of the learners black box. They maintain that learners brains are especially equipped to learn language and all that is needed is minimal exposure to input in order to trigger acquisition (Ellis, 1997). Interactionist theories acknowledge the importance of both input and internal language processing, emphasizing the joint contribution of linguistic environment and the learners inner mechanism in interaction activities. As far as i am concerned , input is absolutely necessary and there is no theory or approach to SLA that does not recognize the importance of input. But input alone cannot facilitate second language learning. It will not function to the full in SLA until it gets involved in interaction.The effect of Interaction Michael Long interaction hypothesis also emphasizes the importance of comprehensible input but claims that it is most effective when it is modified through the negotiation of meaning. Interaction refers to exchanges in which there is some indication that an utterance has not been entirely understood and participants need to interrupt the flow of the conversation in order for both parties to understand what the conversation is about (Gass & Selinker, 2001). Interaction often requires negotiation between the interlocutors. Negotiation allows the conversation to proceed and allows speakers to maintain equal footing in a conversation. In NNS interactions, negotiation is frequent and usually necessary to continue the conversation. Long (1980) pointed out that NNS interactions (with NS or NNS) involve forms that do not appear (frequently) in NS-NS interactions. In my opinion, comprehending a NS utterance does not imply that the NNS has learned or acquired the structures involved.Comprehension tends to refer to a single event, in the moment, while acquisition is a process. In the interactionist literature, research has found that learners test hypotheses about the target language and modify their output in response to clarification or confirmation requests by their interlocutors.In sum, input and interaction may facilitate the development of the natural route of SLA in that comprehensible inputresulted by means of interaction adjustments by the NS or more competent interlocutor. The effect of instruction Both language learning and language teaching should follow the natural law of language acquisitionIts an important task that we are facing to apply the fruits of SLA research of English teaching practice . Having examined a lot, we have seen that direct instruction can help in a number of ways. From the teachers point of view, the role that instruction plays in SLA is of central importance. It must be considered in two parts-the effect that instruction has on the route of learning and the effect that it has on rate of learning. Instruction can help learners progress through developmental stages more rapidly and destabilize interlanguage grammars that have fossilized. However,direct instruction is not always durable. Constraining factors are the nature of the target structure and the learners stage of development. The experience of countless classroom leaners testifies to this. Even if the L2 knowledge derived from instruction is not immediately available for use in spontaneous conversation, it soon becomes serviceable once the learner has the opportunity to use the L2 in this kind of communication. Instruction can have a powerful delayed effect. The past twenty years has seen the process of the researching on the SLA . Researchers has been devoted to the project for such a long time . From the above mentioned ，we can conclude that language teachers should strive to learn and master SLA Theory and English Classroom Instruction ，combine their own teaching practice ，receive the scientific guidance of SLA theory ，understand the orientation of language teaching in a correct way ， make educational and teaching decisions ，instill the new SLA theory into the teaching plan ，the syllabus design ，the selection of textbooks and the choice of teaching methods ，abandon the traditional old concept and practice which go against the law of languageacquisition ，redetermine the role ，the position and the function of teachers in language teaching. Bibliography1 Rod Ellis (1998). Second Language Acquisition. 上海外语教育出版社，33-45.2 Hedge, T. (2000). Teaching and Learning In The Language Classroom. Oxford University Press.3 Hustings, J. (1997). Second Language Acquisition Research In The Laboratory: Possibilities and Limitations. Studies In Second Language Acquisition, 19:131-44. Krashen, S. (1985). The Input Hypothesis: Issues and Implications. New York: Longman. 4 Li, R. (2003). Factors that Chinese Students Believe to Affect Their Oral Fluency. Teaching English In China. 52:23-27 Foreign Language Teaching and Research Press. Beijing.5 Long, M. (1980). Input, Interaction and Second Language Acquisition. Unpublished doctoral dissertation, University of California, Los Angles.