Anderson's Cognitive Theory and Learning Strategy Studies in Second Language Acquisition

Second language acquisition can not be understood without addressing the interaction between language and cognition. Cognitive theory can extend to describe learning strategies as complex cognitive skills. Theoretical developments in Anderson’s production systems cover a broader range of behavior than other theories, including comprehension and production of oral and written texts as well as comprehension, problem solving, and verbal learning.Thus Anderson’s cognitive theory can be served as a rationale for learning strategy studies in second language acquisition.

An Analysis of Michael Long’s Interaction Hypothesis in Second Language Acquisition

The Interaction Hypothesis,which was first advanced by Michael Long,is considered as a further supplement or extension of the Input Hypothesis in the field of second language acquisition. This paper explains the main claims of Michael Long's Interaction Hypothesis,the three steps to study how input and interaction affect the acquisition of a second language,and the importance of the interactional modifications applied by both participants of the interaction. Emphasis is placed on the evaluation of the theory as well as its relation to second language teaching,with many researchers' findings and arguments discussed as supporting evidence. It aims to help the effective application of this theory in second language teaching.

The Implications of Krashen’s Second Language Acquisition Theory on College English Teaching

Krashen's second language acquisition theory consists of language input theory,emotion filtering theory and languageoutput theory.In order to apply Krashen's second language acquisition theory to college English teaching,it is suggested to commence from the acquisition and learning theories to optimize the teaching environment and methods.On the basis of language input theory,emotional filtering theory and language output theory,English input quality could be improved,students'learning interests could be stimulated and English practical teaching could be accelerated respectively.

Differences Between Children’s First Language Acquisition and Adults’Second Language Acquisition

There is an apparent contrast between children’s first language acquisition and adults’second language acquisition,which are mainly manifested in the following three aspects:age difference,difference in learning process and motivation difference.This paper will analyze these three differences in detail,and combine the analysis results to guide second language pedagogical implications according to the current situation.

CONSCLOUSNESS—RAISING OR EXPLICIT INSTRUCTION?——A REVIEW OF CELCE—MURCIA'S“GRAMMAR PEDAGOGY IN SECOND AND FOREIGN LANGUAGE TEACHING”

Introduction There is a general consensus among language learning theorists,educational psycholo-gists,and language—teaching professionals that the learning of anything does not occur in avacuum.That is,successful language learning of whatever kind comes out only when what isto be learned can be meaningfully related to something that is already known.Learning,inother words,must take place within some kind of familiar context or framework——an ex-tension of the familiar to the unfamiliar,if you will.The natural question to raise,then,iswhat such"frameworks"——and ones familiar to the learner——we might identify for thelearning of second/foreign language grammar.In what way,we are entitled to ask,wouldgrammatical consciousness—raising fit into this roughly—drawn,very general picture of lan-

The Effects of Learner’s Individual Differences on the Written Corrective Feedback

From the perspective of individual learner differences,this paper aims to show the readers an outline of the influence of individual learner differences on written corrective feedback.Based on 200 eighth and ninth grade junior high school students’thinking patterns and tests,60 students were selected as subjects in this study.Based on the comparative analysis and error analysis in second language acquisition as the main theoretical basis,this study analyzed the common types of errors in the use of nonpredicate verbs in junior high school students and their causes.There are three main questions in this study:how about the error frequency of the five forms(present participle,past participle,infinitive,gerund and independent nominative structure)in the nonpredicate verb learning of junior high school students?What kind of mistakes do junior high school students make in the process of learning non-predicate verbs?According to the conclusion of the investigation and research,the author puts forward some suggestions from the aspects of teachers and students in the last part of the article.

大学英语网络平台教学资源模块的构建

基于克拉申第二语言习得理论及教师和学生的需求分析,从等级题库、视听英语及文化之旅等八个方面设计了网络平台教学资源模块,探讨了资源汲取方法.通过满意度评估,表明该资源模块适用性强,资源丰富,能使大学英语的教与学双方受益匪浅,有助于实现各自既定的目标.

第二语言环境与少数民族幼儿汉语习得关系探究

语言环境是社会使用语言文字的基本面貌。儿童语言认知结构的形成与儿童言语能力的形成发展、儿童所处的语言环境都是密不可分的。文章通过梳理第二语言环境的概念,探究第二语言环境与少数民族幼儿汉语习得关系,旨在为新疆少数民族双语教师更好地进行双语教学和提高少数民族幼儿汉语习得质量提供参考。

论目的语规则的过度概括在汉语语音中的表现

本文讨论英语国家的学习者由于目的语的过度概括造成了其在汉语学习中声母、韵母、 韵母的音节拼写及声调等方面的影响及其表现。

普遍语法在二语习得中的通达机制研究

在介绍分析了当前学术界关于普遍语法能否延伸到二语习得中该问题的相关观点后,提出了理论假设,即:周边语法的相关特征也是受普遍语法掌控的,是普遍语法的一部分;在习得与母语相同或类似的原则时,普遍语法通过母语迁移间接起作用;在习得母语中不具备的原则时,普遍语法直接起作用。就该理论假设提供了实例论证和阐释,最后得出结论:通过学习者恰当的学习策略的应用,普遍语法是以直接和间接的两种方式通达到二语习得中的。

关于英语习得布鲁卡语言区与威尔尼克语言区

布鲁卡语言区与威尔尼克语言区分别位于人的前后脑,分别负责中国人母语的学习和第二语言的习得。要学好外语(拼音文字类),需积极地开发其威尔尼克语言区。

The Relationship Between Orthographic Awareness and Chinese Reading in Hong Kong’s Young CSL Learners

Purpose:This study investigates young Chinese as a second language(CSL)learners’Chinese character reading performance and its relationship with their orthographic awareness.There is a pressing need to gain a better understanding of Hong Kong’s ethnic minority students’CSL acquisition,so that more effective instruction can be provided.Design/Approach/Methods:A total of 157 Hong Kong ethnic minority CSL students in Grade 4 were evaluated using a range of assessments:orthographic awareness in identifying and utilizing character components,listening comprehension for vocabulary terms and short texts,and reading Chinese character lists with single-and two-character words.Findings:The students performed consistently across the two lists but made fewer errors when reading the two-character word list,most of which were orthographical.Multiple regression analysis showed that the students’orthographic awareness contributed significantly to their character reading.Originality/Value:The findings suggest that orthographic awareness can help ethnic minority CSL learners improve their Chinese character reading skills.Chinese classes provided for such students,and for CSL learners in general,should place greater focus on literacy training.

母语为英语的外国学生习得汉语“自己”阻断效应实证研究

汉语"自己"的长距离回指和阻断效应都是英语反身代词所不具备的。本研究采用带量表的释义判断法考察了高、低两组汉语水平的母语为英语的留学生对"自己"的指称判断。结果表明,虽然学习者整体上对长距离回指的接受度未随汉语水平提高而增加,然而那些习得了长距离回指的学习者个体却很好地遵循了"自己"的阻断效应。这些现象从涌现论的角度难以理解,但从先天论普遍语法的角度可以得到合理解释。

语言学习词典编纂的释义研究——以四部对外汉语学习词典释义为例

语言学习词典以利于“学习”为宗旨,其编纂不同于传统的语文词典,需要在选词、释义和举例等很多方面付出更多努力。本文以四部汉语学习词典为例,结合对比英文学习词典,对学习词典释义进行探讨。我们认为,语言学习词典的释义应综合考虑多方面因素,做到分阶编写、分阶释义;在释义时,注意对多义词义项进行处理,注意释义的用词用字、释义的内容及其呈现方式等多个方面,从而使编纂出来的语言学习词典更具针对性和适用性,更能帮助使用者学习语言。