克拉申第二语言习得理论与中国英语教学

论文摘要

现如今,随着中国的改革开放政策的实施使中国人民意识到了学习一门外语对个人前途以及经济发展的重要性。为了满足飞快增长的需求,语言教学研究理论的研究取得了日新月异的成果,外语教学改革的大潮已经席来。但在中国英语教学和学习过程中仍然有个奇怪的现象,很多人不能有效地学习英语,例如学习英语十多年以后很多大学生仍然不能流利地用英语进行书面和口语表达。显然,这种现象的成因有很多种,其实一个主要原因在于中国外语教学的定位存在一定问题。在外语教学过程中,借助于第二语言习得理论来指导和探索外语教与学的过程,这对改进外语教学方法,提高中国英语教学质量具有极其重要的意义。斯蒂芬·狄·克拉申(Stephen D Krashen)在第二语言习得方面的研究引起了语言学家们的普遍关注。虽然不同的语言学家对他的监控理论有不同的看法,但它可能是现有的最全面最可能接受的一种理论,对提高我国英语教学质量以及推广大学英语工作者更深入地探索英语教学有现实的指导意义。本文拟对第二语言习得研究中与中国英语教学密切相关的主要理论进行系统的阐述和分析,并以克拉申第二语言习得的理论为视角,旨在更深入的研究其在中国英语教学中的实际意义。

论文目录

• Abstract
• 摘要
• Chapter One Introduction
• Chapter Two Clarification of Some Basic Concepts
• 2.1 Distinctions Between SecondLanguage and Foreign Language ?
• 2.1.1What Are First Language and Second Language?
• 2.1.2 What Are Second Language and Foreign Language?
• 2.1.3 Second Language Teaching and Foreign Language Teaching
• 2.2 Some Developments of Second Language Acquisition
• Chapter Three Main Theories of Second Language Acquisition and Meanings for Modern English Teaching in China
• 3.1 Interlanguage Theory
• 3.2 Discourse Analysis
• 3.2.1 Discourse and Frames
• 3.2.2 Turn-taking
• 3.2.3 Use of Discourse Analysis
• 3.3 The Acculturation Model
• 3.4 Linguistic Universals
• 3.5 Monitor Model
• 3.6 Meanings for Modern Foreign Language Teaching in China
• 3.6.1 The Fundamental Status of Basic Language Learning
• 3.6.2 Finding Out the Joint Point of Knowledge and Ability
• 3.6.3 Giving Proper Instructions to Learners
• Chapter Four The Enlightenment of Krashen's Theory of Second Language Acquisition to English Language Teachingin China
• 4.1 The Acquisition-Learning Division and English Teaching in China
• 4.1.1 The Acquisition-Learning Division
• 4.1.1.1 What Is Language Acquisition?
• 4.1.1.2 Acquisition and Learning
• 4.1.2 Special Meanings for English Teaching in China
• 4.2 Natural Order Hypothesis and English Teaching in China
• 4.2.1 Natural Order Hypothesis
• 4.2.2 Special Meanings for English Teaching in China
• 4.3 Monitor Hypothesis and English Teaching in China
• 4.3.1 Monitor Hypothesis
• 4.3.2 Special Meanings for English Teaching in China
• 4.4 The Input Hypothesis and English Teaching in China
• 4.4.1 The Input Hypothesis
• 4.4.2 Special Meanings for English Teaching in China
• 4.5 The Effective Filter Hypothesis and English Teaching in China
• 4.5.1 The Effective Filter Hypothesis
• 4.5.2 Special Meanings for English Teaching in China
• Chapter Five Conclusion
• Bibliography
• Acknowledgements