“不想秃头”通过精心收集，向本站投稿了5篇语感训练模式下的二语习得机制探讨，下面是小编给大家带来语感训练模式下的二语习得机制探讨，一起来阅读吧，希望对您有所帮助。
篇1：语感训练模式下的二语习得机制探讨
语感训练模式下的二语习得机制探讨
二语习得的过程中,学习者的`自信心和学习动机起着很重要的作用.针对地方院校大学生英语学习的实际,笔者采用语感训练模式下的大学英语课程教学,首先建立学生对英语学习的信心,然后通过素质教育激发学生对英语学习的兴趣,从而增强他们的学习动机,最终达到培养英语综合应用能力的目的.
作 者：郭苏 Guo Su 作者单位：惠州学院,外语系,广东,惠州,516007 刊 名：黄冈师范学院学报 英文刊名：JOURNAL OF HUANGGANG NORMAL UNIVERSITY 年，卷(期)：2008 28(1) 分类号：H319 关键词：二语习得 语感训练模式 英语综合应用能力篇2：连通视野下的二语词汇习得
连通视野下的二语词汇习得
连通理论是用计算机模拟认知过程的一种独特的理论,是模拟神经系统的产物,是以大脑而不是数学计算作为模拟对象.本文展示了连通论的`发展过程并全面而深入地剖析了现代连通论的四大模式.并系统阐述了该理论在二语词汇习得中独特的解释作用
作 者：陈发长 作者单位：河南大学外语教学部,河南开封,475000 刊 名：科技创新导报 英文刊名：SCIENCE AND TECHNOLOGY INNOVATION HERALD 年，卷(期)：2009 “”(35) 分类号：G640 关键词：连通理论 词汇习得 语义场篇3：语言输入和二语习得探析
语言输入和二语习得探析
在语言学习过程中,语言输入对外语习得起着关键性的作用.在国内外语言学家们所提出的理论和观点中,克拉申(Krashen)关于第二语言习得的'语言监控模式理论和“语言输入假设”具有较大的影响力.本文根据克拉申有关二语习得理论.探讨了第二外语学习中语言输入的意义和语言输入的途径.
作 者：睢萌萌 作者单位：安阳工学院,外语系,河南,安阳,4550010 刊 名：文教资料 英文刊名：DATA OF CULTURE AND EDUCATION 年，卷(期)：2008 “”(7) 分类号：H0 关键词：语言输入 二语习得 语言能力篇4：浅论二语习得中的意象
浅论二语习得中的意象
本文以双重代码理论为理论基础,分析了二语习得中的意象, 认为意象是认知材料内在的不容忽略的一个层面. 然而在以往的二语习得实践中,意象的作用没有得到应有的重视.本文提出:引导者应该用主要的`精力来帮助二语习得者对认知材料产生情感反应,并形成意象.该领域的深入研究将导致认知材料、习得者和引导者三方面的创新,因而具有广阔的前景.
作 者：房定坚 禹昱 FANG Ding-jian YU Yu 作者单位：同济大学,外国语学院,上海,200092 刊 名：同济大学学报（社会科学版） PKU CSSCI英文刊名：JOURNAL OF TONGJI UNIVERSITY (SOCIAL SCIENCE SECTION） 年，卷(期)：2005 16(4) 分类号：H319 关键词：意象 情感 双重代码理论 二语习得篇5：二语习得评论文章读后感
二语习得评论文章（读后感）
Critique of “What is the logical problem of foreign language learning?” by Robert Bley-Vroman Yang Wei This essay explores the available experience and attained competence in second language acquisition, namely, the logical problem of foreign language acquisition. According to the author, the logical problem of foreign language acquisition is that of explaining the quite high level of competence that is clearly possible in some cases, while permitting the wide range of variation that is also observed. This critique falls into two parts. First, a brief overview is made of the thesis; and in the second part, I will give some comments based on my own understanding on the thesis. 1. Overview In this thesis, the author explores and defends the proposition that child language development and foreign language learning are in fact fundamentally different, which is known as the Fundamental Difference Hypothesis. This hypothesis proposes that the language acquisition device (LAD) ceases to operate in foreign language learning and that foreign language learning is assisted by the native language knowledge as well as a general abstract problem-solving system. The acquisition problem was regarded as a logical problem: the uniformly successful and speedy acquisition of language by children in spite of insufficient input and without conscious efforts. In addition to first language acquisition, there are also people in many parts of the world who are learning a foreign language. Therefore, there is also a logical problem of adult foreign language learning: how do speakers come to know more than is present in the input? Before touching upon the logical problem of foreign language learning, the author lists nine fundamental characteristics of adult foreign language learning, from which it is evident that adult foreign language learning resembles general adult problem solving and not child language acquisition. In other words, adult foreign language learning is much more like general adult learning than it is like child language development. The nine fundamental large-scale characteristics of adult foreign language learning are: a. lack of success; b. general failure; c. variation in success, course and strategy; d. variation in goals; e. fossilization; f. indeterminate intuitions; g. importance of instruction; h. negative evidence; and i. role of affective factors. The above nine characteristics has provided solid foundation for the Fundamental Difference Hypothesis. Compared with child language acquisition, the author put forward that the function of LAD is filled in adults by the native language knowledge and by a general abstract problem-solving system. In the following the author summarizes four alternative hypotheses on the logical problem of foreign language learning. Besides the Fundamental Difference Hypothesis, there are the L1 Interference Hypothesis, the Input Hypothesis, the Affect or Socialization Hypothesis and the Competing Cognitive Systems Hypothesis. Then other possible evidences for the Fundamental Difference Hypothesis are mentioned. According to the author, three assumptions favor the Fundamental Difference Hypothesis, including learners’ languages not constrained by Universal Grammar, adults not having access to UG-generated knowledge and properties of language not necessarily clustering in adult-learned languages. 2. Comments The author’s argumentation on the logical problem of foreign language learning is based on solid foundations --- abundant evidences as well as quotations are provided to defend his opinion, and on the whole I’m convinced by the author’s standpoint. My experience of life can provide a good example for this. According to my teaching experience in senior middle school, it was very difficult to make the students pronounce some difficult English words decently. And different students took different learning strategies in English learning: some listening to special VOA every morning and evening; some reading several articles each week; some shouting Crazy English before breakfast; and even some only memorizing words from page to page before sleeping. But the result was more often than not dissatisfactory: they are incapable of communicating in English after graduation. However, things are totally different for children. My cousin’s two nineteen- month babies could call the names of others after hearing the pronunciation for only one time. What’s more amazing was that they were capable of imitating the English names such as “Wessle” even much better than my adult students! This example may provide a good evidence for the Fundamental Difference Hypothesis. Although the author’s view in this article is fully convincing, there are some important issues which are not covered. Here I’d like to mention one of them which I think is worthy of note: interpersonal competence versus academic competence. Scholars assert that communicative competence includes interpersonal competence and academic competence both in L1 and foreign language. There is a striking difference between the two. Interpersonal competence is generally acquired by ordinary people while academic competence is much more difficult to obtain. It is evident that not all native speakers can achieve L1 academic competence level, but some foreign language learners can achieve very high academic competence in the foreign language. In other words, non-native speakers can do better than native speakers in the academic competence of that language. This may pose a great challenge to the Fundamental Difference Hypothesis. REFERENCES Bley-Vroman, R. What is the logical problem of foreign language learning? Larsen-Freeman, D. et al. An Introduction to Second Language Acquisition Research Muriel Saville-Troike Introducing Second Language Acquisition★ 弟子规读书习得
语感训练模式下的二语习得机制探讨（通用5篇）
欢迎下载DOC格式的语感训练模式下的二语习得机制探讨，但愿能给您带来参考作用！
推荐度：
点击下载文档
文档为doc格式