ABetterUnderstandingofSecondLanguageTheory (2).doc

A Better Understanding of Second Language Theory Second Language Learning Theory, written by Rosamond Mitchel, Florrence Myles and Emma Marsde, provides much help for learners who want to get an in-deep exploration of theories in different perspectives. Though it is not easy to grasp all that writers provide, I do get much benefits and have a better understanding of the theories of second language learning. Fortunately, as a second language teacher, with help of those theories, I can instruct my students more effectively and scientifically, because an understanding of how languages are learned and processed will lead to more effective teaching practices.First of all, there are some differences between second languages and foreign languages. Second language, as explained in the book, are any languages learned later than in earliest childhood; while foreign languages have no substantial local users or members of speaker. In this book, in spite of differing learning purpose and circumstances the authors include foreign languages under the more general term of second languages because they believe that the underlying learning processes are essentially the same for more local and for more remote target languages. Therefore, broadly speaking, second language learning include the learning of any language, to any level, which takes place sometime later than the acquisition of the first language.In this book, differences between individual learners are pointed out. According to the authors, the most prominent cognitive and affective emotional/ emotional factors, which have been claimed o influence aspects of the second language learning process and/ or ultimate learning success, are language aptitude, language learning strategies, language attitudes, motivation, self-confidence, anxiety and willingness to communicate. As mentioned above, language teachers need turn some attention to learners cognition and affections, such as learners interest, the importance and benefits of learning a second language and also providing essential necessary learning strategies.In fact, the research of second language learning has a long history, however, the recent history of it can be divided into the following stages. The first period is the 1950s and early 1960s, theorizing about second language learning was still very much an accompaniment to the practical business of language teaching. During this period, behaviorism and Contrastive Analysis were the most famous theories. The 1970s is the second period, which was regarded as the beginning of the SLL field, for many new theories were put forward. Error Analysis and the concept interlanguage were born. In addition, the most important empirical findings of this period were probably the results of the so-called morpheme studies, and, at a conceptual level, Krashens Monitor Model, which was a logical theoretical development arising from such studies. Later, in the early 1980s he refined and expanded his theoretical claims based around a set of five basic hypotheses: The Acquisition - learning Hypothesis; The Monitor Hypotheses; The Natural Hypothesis; The Input Hypothesis; The Affective Filter Hypotheses. Schumans pidinization/ acculturation model is another important one as it views second language acquisition from a radically different angle, taking account of the socioculture setting in a new way. Partly in response to developments in linguists and in first language acquisition research, partly in reaction to the 1970s proposals of Burt, Dulay, Selinker, Krashen and others, partly in response to the continuing great postwar expansion of second/foreign language education, the 1980s were a period of strong development for second language learning theorizing and empirical research. Many of the many strands of research which continue today can trace their origins to this period. The significant fruits are e impact of Chomskyan linguistics, information processing models of SLL, the Interaction Hypothesis and out-put Hypothesis. Of course, there are many other 1980s developments.There are different groups of theories according to different perspectives, such as linguistic perspectives, which includes Universal Grammar, monitor theory; psychological perspectives, which includes behaviorism, cognitive psychology, connectionism, multidimensional model; interactionist perspectives; sociocultual perspectives and sociolinguistic perspectives.In this book, what impresses me most is sociocultral perspectives for it helps me get to know language learning from a completely different angle. In other words, we can view learning in essentially social terms. Vygotsky is considered to be the founder of this theory. Contemporary interpretations and modifications to Vygotskys original ideas mean that current sociocultural belief, the centrality of language is as “a tool for though”, or a means of mediation in mental activity and learning itself is also a mediated process. Importantly, learning is also seen as socially mediated, that is to say, it is dependent on face-to -face interaction and shared process such as joint problem-solving and discussion, with experts and also with peers.One of the key ideas of socioculture perspectives regulation, including self-regulation or self-management, and other-regulation. The next one is scaffolding which is the process of collabrative talk (supportive talk) that guides, directs and promotes the novice/learner. According to Stone, scaffolding has four key features:1. The recruitment by an adult of a childs involvement in a meaningful and culturally desirable activity beyond the childs current understanding or control;2. Assistance . Using a process of “online diagnosis” of the learners understanding and skill level, and the estimation of the amount of support required;3. Support which is not a uniform prescription, but may vary in mode, for example, physical gesture, verbal prompt, extensive dialogue, as well as in amount;4. The support provided is gradually withdrawn as control of the task is transferred to the learner.So Donato further puts it, scaffolded performance is a dialogically constituted interpsychological mechanism that promotes the novices internalisation of knowledge co-constructed in shared activity .The third key idea is Vygotskys the Zone of Proximal Development, also known as ZDP, that is, the domain of knowledge or skill where the learner is not yet capable of independent functional, but can achieve a desired outcome given relevant assistance. The other important key ideas are Microgenesis, private and inner speech and Acivity theory. Sociocultural perspectives have a great influence on second language learning and can provide both learners and teachers practical guidance, for example, teacher had better given novices dynamic assessment, a systematic attempt to apply the ZPD ides to measurement of individual learner capacities, which breaks with the traditional dichotomy between assessment and instruction. Dynamic assessment has been developed in general education, in varied forms. Kozulin and Gindis sum up the underlying principles of DA:1. Cognitive process are modifiable and an important task of assessment is to ascertain their degree of modifiability, rather than remain restricted to estimation of the childs manifest level of functioning;2. Interactive assessment that includes a learning phase provides better insight into the childs learning capacities than unaided performance.3. The primary goal of assessment is to suggest psychoeducational interventions aimed as the enhancement and realisation of the childs latent ability to learn.In conclusion, sociocultural perspectives theory provides a theoretical support for the current popular cooperative learning, which also emphasizes the peer face-to-face interaction and peer-regulation to reach higher level. Whats more, sociocultural perspectives theory has established itself as a vigorous player in the field , of second language learning research, making a range of ambitious theoretical claims, and supporting these with diverse if uneven empirical activity. Its central ideas have undoubted appeal for educators, and concepts such as the ZPD, scaffolding and activity theory provide appealing alternative interpretations of the second language learning and developmental opportunities afforded by classroom basics such as teacher-studied interaction, problem-solving and communicative tasks, learner strategy training, focus on form and corrective feedback. The recent concentration on concept-based instruction, and acknowledgement of the artificiality of classroom second language learning, should initiated a more focused agenda and moire sustained empirical investigation of key ideas.What makes a deep impression on me is Universal Grammar, which is true of the first language acquisition as well as a second language acquisition. Chomsky claimed that the main goals of linguistic theory are to find out the answers to three basic questions about human language:1. What constitutes knowledge of language?2. How is knowledge of language acquired?3. How is knowledge of language put to use?The answers to the three questions can help learners get a clear look at the principles and make lang