My Book Review on Second Language Acquisition

1、My Book Review on Second Language Acquisition: An Introductory CourseSecond Language Acquisition: An Introductory Course is a course book for Second Language Acquisition. As such, it deals with the process in which the second languages are learned. It also gives much introduction and explanation of

2、Second Language Acquisition. The general aim of this course book is to provide an up-to-date, introductory overview of the current trends of SLA studies. The first chapter gives an introduction of key concepts and issues in SLA.I am quite agree with Elliss acclamation that whether one learns a langu

3、age naturally as a result of living in a country where it is spoken, or learning it through a classroom through instruction, it is customary to speak generally of second language acquisition. And the application of the SLA theory to language teaching and learning can be widely used by L2 teachers. H

4、owever, this theory would lack somewhat validity when it attempts to explain second language acquisition by some studies on single factors, such as motivation, input, interlanguage, the workings of language acquisition device, output, or affect variables. Chapter 2 introduces a range of prevailing c

5、oncepts in the field of SLA research. According to the interpretation of childrens acquisition of lexicon, syntax, phonology, semantics and pragmatics, it is possible to distinguish three main points of view among SLA researchers as far as the learner is concerned: the linguistic perspective, the so

6、cial psychological perspective and the social-cultural perspective. Chapter 3 provides a narrative account of the history of SLA research, plus summary descriptions of some specific language learning phenomena. From the studies on childrens L1 acquisition, researchers concluded the characteristics o

7、f first language acquisition, and these findings seem to support Chomskys acclamation that children follow some kind of pre-programmed, internal route in acquiring language. The L1 studies have thrown plenty of insights on the field of SLA research. However, in general, L1 acquisition is is differen

8、t in many ways from FL learning which calls for more detailed observation and scientific researches. Chapter 4 explores the theoretical foundations of the present SLA research. Through the general introduction to the behaviorism, error analysis, interlanguage, monitor model, acculturation model, and

9、 the developmental patterns and different roles found in language acquisition, we have a general idea of the range of current perspectives on SLA. And I will focus on Krashens monitor model because Kreshens overall weakness was the presentation of what were just hypotheses that remained to be tested

10、, although I am not quite agree with some ideas of the authors which related to the affective filter hypothesis, there is reason to be skeptical of the substance of these hypotheses and make effort to specify them. Chapter 5 and 6 discuss some approaches to language acquisition include the UG approa

11、ch cognitive approaches. UG is thought as an innate language facility that limits the extent to which language can vary, and it is concerned with knowledge of language which human beings possess as linguistic competence. All acquisition is assumed to proceed on in this UG framework. The input data i

12、ntrigue the properties of UG. It is obvious that the UG contribution to our understanding of the acquisition of morphosyntactic properties in SLA has been outstanding. However, there are some criticisms to the UG view of language because it studies language as a mental object and it separates langua

13、ge knowledge and language use rigidly. And it has been useful in describing not only the language produced by L2 learners, but also the language to be acquired as L1. Through the reading of UG approach, I know that UG itself is not a learning theory; it can only interact with other theories that try

14、 to explain learning development. There is no doubt that most recent researchers have gained much help from cognitive approaches about the role of processing mechanism in SLA. After the introduction of the information-processing approach and the application of Active Control of Thought model to the

15、learning strategies, we can conclude that they are interested in the way in which the human brains processing mechanisms deal with the language acquisition. The latter dealt exclusively with the rate of learning and how learning strategies can influence it. As we known, processing theorists focus on

16、 the study of the processing constraints operating in SLA, so both linguistic theories and cognitive ones will surely feed into a comprehensible model of SLA study, and I still believe that there are psychological constraints underlying SLA which need to be investigated. Chapter 7 introduces the fun

17、ctionalist views on first and second language acquisition. Functionalists are usually interested in the research with cognitive orientation, textual orientation, social orientation and multifunctional orientation. Furthermore, the functionalist view claims that language development is driven by prag

18、matic communicative needs. It is undoubtedly that the sociocultural theory have contributions to language and language learning. Learning is seen as a social and inter-mental activity, taking place in the Zone of Proximal Development, which precedes individual development. Then the sociolinguistic t

19、heories has also provided rich descriptions of the context for language learning and research events through which it is presumed to take place. According to emperical studies, we can conclude that there are many factors contribute to the rate of learning and ultimate level of success. However, ther

20、e will have more need to get closer relate to the richness and complexity of natural languages and language learning mechanism. Chapter 8 pay attention for the input, interaction and output in SLA. In the first place, Krashen's Input Hypothesis claims that exposure to comprehensible input is bot

21、h necessary and sufficient for SLA to take place, then Long went on to propose his Interaction Hypothesis as an extension of Krashen's original Input Hypothesis, such collaborative efforts should be very useful for language learning. Lastly, the Output Hypothesis advanced by Swain has concentrat

22、ed largely on the "reflective" role of output, and especially the possible contribution of metalinguistic talk between peers to L2 development. Although the interactionist researches have some achievements, there are still constrained by some limitations. Work on interaction has been carri

23、ed out almost entirely within a Western educational setting; and more cross-cultural studies of L2 interaction will be needed. Chapter 9 give a brief introduction to interlanguage. An interlanguage is generally characterized by being systematic and dynamic. And it involves such as abstract linguisti

24、c rules, permeable grammar, transitional grammar, variable rules, various learning strategies and grammar fossilization about the L2 learner in SLA. When we take IL as a stylistic continuum,learners develop a capability for using the L2 and that this underlies all regular language behaviour, and acc

25、ommodation theory which seeks to explain how a learner's social group influences the course of SLA. Acculturation model, which has also been influential, built around the metaphor of distance. The study of learner discourse in SLA has been informed by two rather different goals. Psycholinguistic

26、s is the study of mental structures and processes involved in the acquisition and use of language, and it has given rise to many acquisition models such as L1 transfer, the role of consciousness, processing operations, and communication strategies. In the future studies, maybe we should have a great

27、 deal to say about the linguistic system that learners are constructing, and make distinction between the formal linguistic system and processing mechanism. Chapter 10 and 11 focus on the researches on L2 classroom practice. Because the classroom is always one of the most important areas for SLA res

28、earchers, there are lots of necessities to do the study on classroom practice. L2 teaching methodology before the mid of the 20th century conclude of the grammar translation method and direct method. The latter pay more attention to the spontaneous oral interaction, so the first method gradually fel

29、l out of favor. Then the audiolingualism, community language learning and silent way become more spread before 1980s. The first emphasized spoken language, the second focused on the social interaction and affective and interpersonal factors in learning, and the third was more concerned with cognitio

30、n than affect. We can see that in the future it will be the focus on investigating the cognitive processes underlying the development of SLA and the proficient use of two languages by bilinguals. There are several methods used in 2L classroom research such as the psychometric method, the interaction

31、 analysis, the discourse analysis and the ethnographic method. In the interaction analysis, the assumptions on which interaction is based can be questioned ,thus casting doubt on the reliability and validity of the measurement. The discourse analysis will enable us to understand the conditions behin

32、d a specific problem and realize the essence of that problem. In my eyes, it is quite necessary to criticize classroom transcript, only by the continent critical analysis can we had a much more faster development. The ethnographic method is a method of observing human interactions in social settings

33、 and activities, I prefer that classroom activities are definitely deserved to study but not an outsider because the classroom is really a cultural system. A central part of understanding the field of SLA is gained by hands-on experience in data collection, data analysis and data interpretation. We

34、can learn many researching methodologies and a means for data collection and data analysis with a review on different methodologies. The SLA research accounts can help teachers to interpret and make better sense of their own classroom experiences, and significantly broaden the range of pedagogic cho

35、ices open to them. They have also helped teachers to understand patterns of learner error and its inevitability. Classroom interaction have many structures and characteristics which can help teachers get more help during the classroom teaching, and through the different types of language use in clas

36、sroom teaching, teachers will use them as a tool for understanding classroom interaction, however, they cannot easily be used in experimental research. Commonly, we know that learners benefit from interacting in group work, so teachers may pay attention to it and help students get more benefits.As f

37、ar as I am concerned, this book provides a systematic introduction to SLA, especially for new comers who are interested in this direction. Chapters are neatly divided and logically organized one by one. Just skimming the front part of the book, readers are easy to get the main idea of the authors. W

38、hen finishing reading the book, I am convinced that the writing goals of this book are fulfilled. Based on the book, the authors' purposes in writing this book are threefold: (1) to provide a basic level of knowledge about second language learning phenomena to students of humanities, the social

39、sciences and education. (2) to stimulate interest in second language learning and provide guidance for further reading and study; and (3) to offer practical help to second language learners and future teachers. Moreover, I appreciate the way authors write the book, because each chapter includes a pr

40、eview of its content and a summary, which is convenient for readers to look through the whole chapter and catch the main idea. Besides, some important technical concepts are showed with key terms listed at the beginning of chapters. As a result, I believe this book is greatly accessible to handle an

41、d read. It seems that a book with no clear-cut division in each chapter is boring to read, linguistic book in particular. Indeed, it is a useful book of introduction to SLA. In addition, the writers stand at the latest perspective in introducing it to readers. Among them, some tables provide specifi

42、c comparisons and similarities of different approaches to SLA; accurate and explicit data with referential significance are also given to us. To be serious, I benefit a lot from the book: first of all, a comprehensive and systematic structure of SLA comes into my mind. I have almost read every part

43、of the book detachedly before. But this book incorporates those separated parts into a full picture; secondly, not only the abstract knowledge of SLA but the actual use of it in reality is imposed to us. Therefore I can conclude that Second Language Acquisition: An Introductory Course contributes mu

44、ch to the study of SLA, and language teaching as well.My Book Review on Psychology for Language Teachers Psychology for Language Teachers is a book about psychology for language teachers. As a postgraduate student who is majored in applied linguistic, I think this book is very useful to my future st

45、udy and teaching. This book examines the field of educational psychology and considers various ways in which a deeper understanding of this discipline can help language teachers. It aims at to provide language teachers with an introduction to a number of key issues and recent developments in psychol

46、ogy that will help them to understand better the ways which the learners learn and which will provide a fund of knowledge from which to draw to inform their classroom practice. The first part presents an overview of educational psychology, and discusses how different approaches to psychology have in

47、fluenced language teaching methodology. Following this, four themes are identified: the learner, the teacher, the task and the learning context. Recent psychological developments in each of these domains are discussed and implications are drawn for language teaching. Areas considered include approac

48、hes to learning, motivation, the role of the individual, attribution, mediation, the teaching of thinking, the cognitive demands of tasks and the learning environment. Psychology for Language Teachers does not assume previous knowledge of psychology. The primary purpose of this course is to reflect

49、the current theoretical development in pedagogy related to classroom learning, especially the psychological aspects of language learning and teaching. Based on a quick review of some of the precursors in pedagogical theorization, we will examine social constructivism whose main assumption is that in

50、dividuals are actively involved right from birth in constructing personal meaning, that is, their own personal understanding, from their experiences. This is done, however, through interactions with significant others. In this way, the learner is brought into the central focus in learning theories a

51、s well as in the classroom. Currently, social constructivism is the single most important theory that informs not only EFL but also education in general. This course is not only about English teaching; rather, it aims at raising teachers'( or would-be teachers' ) consciousness about the diff

52、erences between teaching and education, developing their critical thinking, making them reflect on the current situation of EFL in China, and encouraging them to explore possible remedies for the problems. It is hoped that the insights provided by this course will shed light on many of the issues an

53、d questions that we have about the current quality education in China. The first and second chapters explore the way of applying the contemporary theories of psychology to foreign language teaching. These psychological theories are included of behaviorism, cognitive psychology, constructivism, human

54、ism, social interactionism. Behaviourism is an approach to psychology that has its roots within positivism which pay more attention to environmantal factor in learning, it has a powerful influence on the development of the audio-lingual approach. In contrast to behaviourism, cognitive psychology is

55、concerned with the way in which the human mind thinks and learns.Humanism reflects learners' personal feeling and personal needs; it emphasizes the point that learning must have personal meaning; it also holds the view of whole-person education (both affective and cognitive). Constructivism emph

56、asizes that individual learners starts with personal experiences, and then construct their own understanding of the world and construction of their personal meanings, it stresses learning process, and objects to simple transmission of knowledge. Social interactionism emphasizes that learning and per

57、sonal development takes place in the interaction with other people, and the teacher is an important interactional object of the learner. Social Constructivism is an integration and interpretation of the above theories. Social is used in its narrow sense. i.e. the relationship between people and a gr

58、oup. It is no longer concerned with politics and economy. Knowledge is constructed by individual person, rather than passed on by other people; The construction takes place in the interaction with other people, and it is the result of social interaction. This model establishes its four essential ele

59、ments: learner, teacher, task, context. Learner-center Teacher-mediator Task and context-external environment. Through the introduction of these theories, I have an more extensive cognition to students, we should believe that we can help all learners to become better at language leaning and do not leave anyone alone. We should rake account of the learner as an individual and give them more encourage. Do not base mainly on memorisation. Care should be taken to match the requirements of any task to the cognitive level. Teachers usually want to stu