This paper aims to explore the role of intake in second language learning.Based on her literature review and the case of an English lesson in a Chinese secondary school,the author argues that L2 acquisition does not t...This paper aims to explore the role of intake in second language learning.Based on her literature review and the case of an English lesson in a Chinese secondary school,the author argues that L2 acquisition does not take place directly from input to output.In each sqecific part of L2 acquisition process,intake plays various important roles such as filtering,facilitating in comprehensible input and processing in pushed output.In the Chinese foreign language teaching context,it is also found that L2 acquisition is an arduous task for learners to extract information from the input,utilize it in forming a grammar and produce target language forms accurately and fluently.It is the same with L2 teachers who need to play their roles of a controller,a corrector,an organizer and a prompter in the learning process.展开更多
The author designed a questionnaire,emailed and interviewed thirty advanced L2 learners who work as L2 lecturers in a university to get a survey on the processing of fossilization in their foreign language learning an...The author designed a questionnaire,emailed and interviewed thirty advanced L2 learners who work as L2 lecturers in a university to get a survey on the processing of fossilization in their foreign language learning and teaching from the causes of purpose of learning,teaching tasks and other factors involved.All of the subjects thought that their command of the target language was not as good as a native speaker’s of target language in many aspects.That is,there existed fossilization among them.However,most of them agreed that their command of the target language was adequate for their professional and communication needs.Results also suggest that fossilization can be conscious to this group of L2 learners;it is deeply related with the L2 learners’ motivations;it can be affected by personal features such as ages,learning styles and teaching tasks;it is changeable and unpredictable; and it is difficult to eradicate.展开更多
This study examined the NNSs' ability of modifying their interlanguage utterances in modified comprehensible output to give response to other-initiation and self-initiation,which was studied in both NS-NNS and NNS...This study examined the NNSs' ability of modifying their interlanguage utterances in modified comprehensible output to give response to other-initiation and self-initiation,which was studied in both NS-NNS and NNS-NNS interactions.It was the qualitative study by using two different tasks which were picture-dictation task and opinion-exchange task to collect the data.There were 32 participants whose age ranged of 22 to 37.The author proposed two hypotheses based on his expectation that NNS-NNS interactions would provide more opportunities for NNS participants to give comprehensible output for other-initiated clarification requests and self-initiated clarification attempts than NS-NNS interactions.The author was good at using numbers to illustrate and describe the data in his writing.展开更多
文摘This paper aims to explore the role of intake in second language learning.Based on her literature review and the case of an English lesson in a Chinese secondary school,the author argues that L2 acquisition does not take place directly from input to output.In each sqecific part of L2 acquisition process,intake plays various important roles such as filtering,facilitating in comprehensible input and processing in pushed output.In the Chinese foreign language teaching context,it is also found that L2 acquisition is an arduous task for learners to extract information from the input,utilize it in forming a grammar and produce target language forms accurately and fluently.It is the same with L2 teachers who need to play their roles of a controller,a corrector,an organizer and a prompter in the learning process.
文摘The author designed a questionnaire,emailed and interviewed thirty advanced L2 learners who work as L2 lecturers in a university to get a survey on the processing of fossilization in their foreign language learning and teaching from the causes of purpose of learning,teaching tasks and other factors involved.All of the subjects thought that their command of the target language was not as good as a native speaker’s of target language in many aspects.That is,there existed fossilization among them.However,most of them agreed that their command of the target language was adequate for their professional and communication needs.Results also suggest that fossilization can be conscious to this group of L2 learners;it is deeply related with the L2 learners’ motivations;it can be affected by personal features such as ages,learning styles and teaching tasks;it is changeable and unpredictable; and it is difficult to eradicate.
文摘This study examined the NNSs' ability of modifying their interlanguage utterances in modified comprehensible output to give response to other-initiation and self-initiation,which was studied in both NS-NNS and NNS-NNS interactions.It was the qualitative study by using two different tasks which were picture-dictation task and opinion-exchange task to collect the data.There were 32 participants whose age ranged of 22 to 37.The author proposed two hypotheses based on his expectation that NNS-NNS interactions would provide more opportunities for NNS participants to give comprehensible output for other-initiated clarification requests and self-initiated clarification attempts than NS-NNS interactions.The author was good at using numbers to illustrate and describe the data in his writing.
