言语习得、学习及第二言语教学法研究

言语习得一直是心理语言学研究的一个热点话题,其研究方法和手段已引起心理语言学家的广泛关注。该文旨在对言语习得与言语学习的概念进行区分,对言语习得这一现象(包括第一语言习得和第二语言习得)进行初步研究,并对第二言语习得的教学手段:特别是语音教学法(Audio-Approach)和交流教学法(Communicative-Approach)进行比较分析。

日语母语者和学习者所考虑的多义动词的意思体系——以动词“あがる”为例

本研究关注日语作为第二语言学习中的多义动词难题,特别是针对中文母语者在学习日语时常遇的挑战。研究表明,日常语言中频繁使用的多义词,尤其是多义动词,如“あがる”,其多样的含义(如“登上”、“进入”、“寄送”)使得单纯依靠词典定义难以准确掌握。传统教学方法倾向于孤立地教授每个含义,忽视了语境的重要性。为了改善这一现状,研究主张在具体语境中教授词汇,将焦点从单个单词转移到单词的共起表现,以此提升学习效果。本研究旨在为基础的词汇学习教材开发提供指导,致力于为中国日语学习者创造更有效的学习资源。通过结合语境和共起表现的教学方法,研究期望帮助学习者更好地理解和应用多义动词,减少误用现象,提高整体语言水平。This study focuses on the polysemous verb problem in learning Japanese as a second language, especially for the challenges that Chinese native speakers often face in learning Japanese. Studies have shown that polysemous words frequently used in everyday language, especially polysemous verbs such as “あがる”, have a variety of meanings (e.g. “to board”, “to enter”, “to send”) that make it difficult to accurately grasp using dictionary definitions alone. Traditional teaching methods tend to teach each meaning in isolation, ignoring the importance of context. In order to improve this situation, the study advocates teaching vocabulary in specific contexts, shifting the focus from individual words to the collective performance of words, in order to improve learning. The purpose of this study is to provide guidance for the development of basic vocabulary learning materials and to create more effective learning resources for Chinese-Japanese language learners. By combining the teaching methods of context and co-expression, the research is expected to help learners better understand and apply polysemous verbs, reduce the phenomenon of misuse, and improve the overall language level.

Some Differences Between English and Chinese and the Negative Transfer of Mother Tongue in EFL Learning

The paper discusses 3 significant differences between Chinese and English. It proposes that because of the differences, the transfer of mother tongue into the target language tends to appear in the negative form. The negative transfer of Chinese into English is the major cause of the so-called Chinglish. The paper states some forms of the negative transfer.

Promotion of interaction in cooperative learning task

How to promote interaction in cooperative learning tasks is discussed from a theoretical perspective in order to maximize the benefits of cooperative learning. A classroom instructional model is presented and examined to illustrate how successful and effective interaction is carried out to create the optimal conditions for second language acquisition.

Incidental L2 Vocabulary Acquisition and Reading:Concerns,Progresses and Future Directions

There has been a consensus that vocabulary knowledge has become a major contributor to L2 learners'efficient communication and comprehension.Incidental vocabulary acquisition relates to lexical gains as a by-product resulting from accomplishing another activity which is not aimed at learning vocabulary.This article intends to provide a digest of research on incidental vocabulary acquisition over the past few decades by primarily focusing on related theoretical frameworks,possible explanatory variables mediating incidental vocabulary learning,and tasks targeted at enhancing incidental lexical growth.In line with analyses of findings yielded from an impressive number of illuminating studies conducted,this article calls for a diversification of efforts in relation to multi-word lexical items,multi-modal e-learning technologies,and insights from neuroscience that may warrant more scholarly attention.These possible areas would further enrich the current scope of L2 incidental vocabulary acquisition research.

Workshop on how to create a learner-centered classroom

Based on the literature review on learner-centered classroom, this essay is to explore now to create a learner-centered classroom in Chinese context so as to design a workshop for those teaching professionals all over China to create a learner-centered classroom. The workshop conducted mainly focuses on what is a learner-centered classroom, why and how to create a learner-centered classroom, meanwhile, it aims at helping the participants work out a practical framework which can be eventually put to their everyday teaching.

Developing students＇ cultural awareness through foreign language teaching

We live in an age of changes. And these changes in science, technology, economy, political systems, and immigration patterns, especially the emergence of Internet, have created a world in which we increasingly interact with people from different cultures. The levels of students＇ cultural awareness toward the target language （English） have a profound influence on the foreign language teaching （English） practice and performance. Obviously linguistic knowledge alone is not enough to secure successful interactions with native speakers in cross cultural communications. Cultural mistakes are worse than linguistic ones because they tend to cause misjudgments, or ill feelings between native and foreign speakers. Therefore, this paper mainly discusses the relationship between culture and language, explaining cultural awareness, providing some principles of cultural knowledge teaching and some techniques to develop students＇ cultural awareness through foreign language （English） teaching in high schools.

Goal for language instruction： EFL learners＇ interlanguage

The goal of language instruction for EFL （English as a Foreign Language） learners has always been a hot topic in SLA （Second Language Acquisition）. First, Alan Davies＇s view to regard native speaker＇s proficiency as the goal of both L2 and EFL learners is retorted. And then another complete and realistic goal for EFL learners, that is, understandable and acceptable interlanguage of EFL learners themselves is sought out. Furthermore, the four characteristics of EFL learners＇ IL are to be summarized. Finally, one needs to notice the fact that interlanguage is dynamic and has a close relation to SLA and EFL study.

Effects of interlingual strategies on L2 vocabulary teaching

Based on empirical research and qualitative analysis, this paper aims to explore the effects of interlingual strategies on L2 vocabulary teaching. The results show that, during L2 vocabulary teaching process, the proper application of interlingual strategies can effectively facilitate the memorization of new words, and the bilingual method （both English explanation and Chinese translation） is welcomed by most subjects. Therefore, using L1 as a means of semantization or as a tool for checking and validating L2 learners＇ understanding of word meaning should not be completely rejected, especially for adult Chinese EFL learners.

Making full use of action research in EFLT

Since 1970s, action research is well claimed in education. This article tries to give a brief introduction of some major relevant information about action research, and then it explores the significance of adopting action research in EFLT. Moreover, it proposes a possible way, namely collaborative action research in EFLT.

Negative effect of instruction on L2 learners＇ pragmatic development

The present paper discusses three major sources of negative effect of classroom instruction on L2 learners＇ pragmatic development： inadequate or inappropriate metapragmatic input, non-authentic classroom discourse and grammar-oriented pedagogy, then proposes some pedagogical suggestions on developing pragmatic competence.

Perceptions of Chinese College Students＇ Motivations for Learning Oral English

This paper explores Chinese college students＇ motivation for learning oral English, which is normally considered as an important factor contributing to learners＇ speaking proficiency in Second Language Learning. The theoretical studies on motivation in Second Language Learning are firstly reviewed. Based on the literature review, Chinese college students＇ motivation in oral English learning is examined in terms of the Chinese context. Finally, five specific helpful strategies are put forward to facilitate students＇ optimal oral English learning.

A CASE STUDY OF AN ADVANCED ENGLISH LEARNER'S ERRORS IN NATURALLY OCCURRING SPEECH

Identifying, describing and analyzing errors have been seen by many linguists as one of the main ways of investigating L2 acquisition.The present paper will focus on analyzing an advanced English learner' s errors in naturally occurring speech. Firstly, it describes in detail the errors that a Chinese advanced learner made in her first few months' the naturalistic communication, then analyzes the main types and causes of errors.Lastly, there is a conclusion that language errors are caused by the limits of human language (L1/L2) abilities and L2 errors are closely related to L1 interference.

How Teachers' Beliefs Are in Accordance with Major SLA Notions

Current SLA theories have delivered important language-learning notions. This paper will report the results of a study into 64 high school English teachers＇ beliefs about language learning and their instructional practices, with a focus on two of them. A questionnaire was developed on the basis of major tenets of second language learning and administered to the 64 participants. In addition, classroom observations and interviews were employed to explore the two focal teachers＇ beliefs and their actual classroom instruction practices. Results show both consistencies and inconsistencies between the participants＇ beliefs and major SLA notions and between the two focal participants＇ beliefs and their classroom practices.

中国人日本語学習者による促音時間制御特性の分析

日本語学習者による時間制御特性の理解を目指し、促音生成に対する分析を行った。中国人学習者の促音時間長を母語話者と比較した結果、学習者の熟達度が高いほど母語話者に近づく傾向が観察された。母語話者との差異が顕著なサンプルは、学習者母語の典型的な音節構造ではない事実が判明した。音韻区分時間長を分析した結果、促音に語末母音の伸長が判明した。孤立単語にキャリア文を付加した発話から、伸長の減少が観察された。

A Lecture Delivered at Beijing Foreign Studies University, May 12, 2019

This article traces the evolution of the field of second language acquisition/development(SLA/SLD). It chronicles the evolution in terms of different disciplines and theories that have been influential, beginning with the origin of SLA/SLD in linguistic thinking and expanding its scope of inquiry to psycholinguistics. It has developed further with the disciplines of anthropology and sociology holding sway. More recently, newer cognitive theories have been influential. The article discusses the recent call for a transdisciplinary approach. More specifically, the author promotes the adoption of complex dynamic systems theory, in keeping with non-reductionist systems thinking. Not only is this sociocognitive theory an interdisciplinary theory, but it also highlights the dynamic, variable, nonlinear nature of second language development. This it does within an ecological conception of development, which insists on the relevance of context. It also maintains that SLA/SLD is not a matter of input becoming output, but rather that language patterns emerge from the interaction of its users, given the affordances that they perceive. The article concludes with a discussion of several instructional issues.

日本語学習者の概念的流暢性(CF)の発達に関する考察——メタフォリカル·コンピテンスに注目して

近年来,Danesi的概念流畅性(CF)理论给二语习得研究带来了诸多启示。本研究为了迈出日语教育领域CF研究的第一步,首先收集了以汉语为母语的日语学习者和日语母语者的作文材料,分析了其中的隐喻表现的使用频率和误用情况。然后通过与日语母语者的比较,对学习者的CF发展状况进行了详细的考察,并初步得出了以下两个结论:(1)日语学习者的CF,特别是与日语特有的概念系统相关的CF还很低,有待于进一步提高。(2)日语学习者的母语知识对于CF的发展功过兼有。