二语习得的动机变异与微观言语社区的认同和建构

“刘昊然的双眼皮”通过精心收集，向本站投稿了9篇二语习得的动机变异与微观言语社区的认同和建构，这里小编给大家分享一些二语习得的动机变异与微观言语社区的认同和建构，方便大家学习。

篇1：二语习得的动机变异与微观言语社区的认同和建构

二语习得的动机变异与微观言语社区的认同和建构

二语习得的动机因人而异,而且是变异中的动机;动机不同,二语习得成效互异.因此,应洞察二语习得动机变异及变异的各种变体,及时发现、界定和定位不同的微观言语社区,把握二语习得动机变异的'动向,实现二语习得的可持续发展.

作 者：马开广  作者单位：南京工业职业技术学院,江苏,南京,210046 刊 名：太原城市职业技术学院学报 英文刊名：JOURNAL OF TAIYUAN URBAN VOCATIONAL COLLEGE 年，卷(期)： “”(6) 分类号：H313 关键词：二语习得   动机变异及变体   微观言语社区   认同   建构  

篇2：双语心理词典建构与二语词义习得

双语心理词典建构与二语词义习得

共享、分布式、动态和非对称性是双语心理词典建构的基本特征,对双语心理词典本质的认识对二语词词汇、特别是词义习得和教学具有重要的指导作用.二语与一语共享共同的概念系统和语义元素的分布式表征是一语在二语词义教学中不可或缺的理据,二语心理词典的`动态构建特征决定了二语词义习得策略组合应根据不同的习得阶段动态调整,二语词汇和共享语义的联结的方向性阐释了语言输出和输入具有同等重要的地位.

作 者：许蔚  作者单位：宁波大学科技学院,外语系,浙江,宁波,315211 刊 名：现代企业教育 英文刊名：MODERN ENTERPRISE EDUCATION 年，卷(期)： “”(20) 分类号：H3 关键词：双语心理词典   共享分布式动态非对称性   二语语义习得  

篇3：从社会认同理论视角看二语习得

从社会认同理论视角看二语习得

本文首先从当前一些颇受争议的'SLA理论如Krashen的情感过滤假说和Schumann的文化适应机制出发,引导出从另一个全新角度来分析SLA的社会认同理论;继而详尽阐述社会认同理论在西方语言学领域中的发展,尤其提到Bonnv Norton是如何将这一理论引入到SLA学科的研究中的;最后论述西方语言学家B.Norton和A.Pavlenko关于用身份认同理论来分析语言和身份之间关系的实证研究,以及这一研究对我国大学英语教学的影响.

作 者：葛俊丽 罗晓燕 Ge Junli Luo Xiaoyan  作者单位：浙江工业大学外国语学院,浙江杭州,310014 刊 名：北京第二外国语学院学报 英文刊名：JOURNAL BEIJING INTERNATIONAL STUDIES UNIVERSITY 年，卷(期)： 30(6) 分类号：H0-06 关键词：社会认同   二语习得   协商   投资   话语权  

篇4：内向/外向型性格与二语习得

内向/外向型性格与二语习得

人的'性格分为内向型和外向型两种,它们对外语学习会产生不同的影响.而通过实证研究表明,外向型性格更有助于外语学习.在外语教学中,教师应注意到内外向型学习者都有自己的优势和劣势.教师应根据他们各自的性格,设计符合不同性格的的学生的课堂活动,同时帮助他们克服各自的不足,使他们的听说读写等能力得以全面发展.

作 者：沈渭菊  作者单位：兰州交通大学外国语学院 刊 名：科技信息（学术版） 英文刊名：SCIENCE & TECHNOLOGY INFORMATION 年，卷(期)： “”(10) 分类号：H3 关键词：内向   外向   二语习得  

篇5：概念整合理论与二语习得

概念整合理论与二语习得

语言意义的理解是语言习得的一个重要组成部分,学习第二语言也是对一种新的隐喻方式的习得过程.在介绍概念整合理论的'基础上,探讨基于这一理论的隐喻性语言的理解机制及其对第二语言教学的一些启示,很有意义.

作 者：王梅 许延令 Wang Mei Xu Yanling  作者单位：王梅,Wang Mei(渤海大学,辽宁,锦州,121013)

许延令,Xu Yanling(锦州合成纤维厂,辽宁,锦州,121000)

刊 名：辽宁医学院学报（社会科学版） 英文刊名：JOURNAL OF LIAONING MEDICAL UNIVERSITY(SOCIAL SCIEDNCE EDITION) 年，卷(期)： 6(3) 分类号：H315 关键词：概念隐喻   概念整合   第二语言   习得  

篇6：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7：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,92 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)： 16(4) 分类号：H319 关键词：意象   情感   双重代码理论   二语习得  

篇8：二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

篇9：语料库与二语习得中的注意

语料库与二语习得中的注意

语料库集中了大量真实的语言素材,其基本用途是向学习者提供语言输入(input).“注意”(noticing)影响语言输入(inpuc)向语言纳入(intake)的`转化,影响对第二语言的处理(processing).语料库对“注意”的影响可从输入的频率(frequency)和凸显性(salience)两个方面进行探讨.

作 者：王素丹 WANG Su-dan  作者单位：衡阳师范学院大学英语教学部,湖南,衡阳,421008 刊 名：云梦学刊 英文刊名：JOURNAL OF YUNMENG 年，卷(期)：2008 29(1) 分类号：H313 关键词：语料库   二语习得   注意  

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