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1、 第二语言习得的学习策略The Strategies in Second Language Acquisition 论文中文摘要论文摘要：第二语言习得是研究语言习得环境、习得过程和习得规律的科学。它对人类在语言普遍规律、认识发展、语言发展、文化普遍性等问题产生了积极的影响, 对外语教学也有很大影响。第二语言学习策略是指学习者在学习活动中，可以意识到的有效学习的观念、规则、方法、技巧及其调控。它是一种程序性知识，是由一系列原则和技能系统构成的，并且具有层次性。学习策略是操作性与监控性的有机统一，外显性与内隐性的有机统一，变通性与迁移性的有机统一。学习策略不同于学习风格，依仗于学习方式，其中一部分
2、又表现为学习方法和学习技巧。学习策略的运用是一个动态的执行过程。适当的学习策略可以加快语言习得的速度。 掌握并灵活运用学习策略，是学生二语习得的重要内容。关键词： 第二语言习得，策略，因素Abstract: The application of second learning strategy is a dynamic process of implementation. Strategies can determine the outcomes of L2 learning. Proper strategies can accelerate the speed of language acq
3、uisition. To students who try to learn foreign language, grasp of learning strategies and in turn, skillful use of such, are important factors. This paper simply probes into the implications of second language acquisition and the strategies for foreign language learning and teaching, is to designed
4、to help students better understand how they learn a second language and to help them become better learners. Key words: Second Language Acquisition；strategies; factorsIntroduction Learning a second language is something we need to communicate and exchange our views with people speaking a language us
5、ually different from ours. Language acquisition begins very early in the human lifespan, and begins, logically enough, with the acquisition of a languages sound patterns. Learning strategies have been described as what learners do to learn and do to regulate their learning.They include three categor
6、ies:1. By goal (Language learning strategies and Language use strategies) 2. By Founction. Learner strategies include metacognitive activities, cognitive activities and affective strategies. 3. By skill (The strategies of listening,speaking,reading and writing,etc.) Once the range of possible learne
7、r strategies has been obtained, the teacher would be able to provide an environment which would enable students to identify those strategies that work best for them. 1. The Implication of Second Language Acquisition The study of SLA provided a body of knowledge which teachers can use to evaluate the
8、ir own pedagogic practices. There is no simple answer to the question What is the second language acquisition? Second language acquisition is a complex, multifaceted phenomenon and it is not surprising that it has come to mean different things to different people. The goal of SLA is to explain the p
9、rocesses underlying non-native language acquisition.This brief analysis helps us see the complexity of the question and suggests something about the nature of the model that might provide a satisfying solution to it. It is most unlikely to be a simple principle or even a more sophisticated combinati
10、on. Language learning results from the interaction and integration of a large number of factors and not from any single factor.2. Factors in Making Strategies for L2 AcquisitionThere are many factors that play into making strategies for L2 acquisition. Although it is debatable which are most importa
11、nt, it is true that a combination of psychological, physiological and social factors come into play in language learning. Although neurologically there may be an advantage to learning a language at an early age, it is just as possible in adults to learn L2, and may progress faster, due to the matura
12、tion and motivation of the learner.2.1 External FactorsThere are three questions for you to think:(1) How do learners learn a second language?(2) Why do learners vary in how fast they learn a second language?(3) Why do most learners fail to achieve full target-language competence?To answer these que
13、stions we will need to consider three aspects of L2 acquisition: (1) the external environment, (2) the black box (i.e. the learners existing knowledge and the internal mechanisms that guide L2 acquisition), and individual learner factors, such as age and motivation. 2.2 Internal FactorsEach student
14、is the product of inherited traits, the environment, and the people with whom he or she comes in contact. Students differ from one another in every conceivable way. Recent research on the developing brain supports the initiation of learning a second language during the early elementary school years
15、in order to take advantage of the natural process of second language acquisition during this critical period of development.(1)Children have the ability to learn and excel in the pronunciation of a foreign language. (2)Participation in early foreign language learning shows no sacrifice of basic skil
16、ls, but rather shows positive results in areas of standardized testing. (3)Children who had studied a foreign language show greater cognitive development in such areas as mental flexibility, creativity, divergent thinking, and higher order thinking skills. (4)Foreign language study has shown to enha
17、nce listening skills, memory and a greater understanding of ones own language. (5)Children studying a foreign language have an improved self-concept and sense of achievement in school. (6)Children who have studied a foreign language develop a sense of cultural pluralism, openness and appreciation of
18、 other cultures. Provide all students with the opportunity to study a second language in the elementary school. Establish a well articulated, extended sequence of language instruction that is optimal for learning and teaching. 3. L2 Learning StrategiesLearning strategies are procedures, employed by
19、the learners, in order to make their second language learning as successful as possible.The aims of a second language teaching course are very often defined with reference to the four language skills: understanding speech, speaking, reading and writing. These aims, therefore, relate to the kind of a
20、ctivity which the learners are to perform. But how can we characterize this activity? What is it that learners are expected to understand, speak, read and write? The obvious answer is: the language they are learning. In this view, the learning of a language involves developing the ability to produce
21、 correct sentences.The results of the studies on strategy description and categorization have found their implications in language classrooms in helping teachers accelerate the language learning of their students. If learners are to be in a position to be made aware of different strategies that can
22、assist them in the process of learning, they should be familiar with the strategies that are available. In other words, if students have to make their strategy selection, they have to know about the process of making this selection, because informed selection of strategies presupposes knowledge of s
23、trategies and knowledge of strategies presupposes instruction. Learning Strategies are considered to be behaviors that help in enhancing knowledge integration and retrieval. They are also considered behaviors that constitute organized plans of action that help achieving a goal. 3.1 By Goal 3.1.1 Lan
24、guage learning strategies: Memory strategies:A. Creating mental linkages B. Applying images and sounds C. Reviewing well D. Employing actionThe following factors can have a significant impact on your memory. It is important to evaluate the extent to which these factors may be impacting your memory/l
25、earning and take action to address these issues first.l Drug and alcohol use can have a negative impact on memory functioning. l Exercise and good health are associated with better brain oxygenation and improved speed of learning and recall. l Fatigue can interrupt our ability to attend to incoming
26、information as well as to retrieve stored information. l The impact of stress and tension on memory abilities should not be underestimated. Feelings of anxiety and/or depression can interrupt your ability to attend to information, store information, and retrieve information. l Some medical condition
27、s and the drugs used to treat them can also impact your memory. It is important to ask your physician about ways in which any chronic or acute illnesses you have or medications that you are taking may be affecting your learning. 3.2 By Functions3.2.1 Meta-cognitive Strategies:A. Centering your learn
28、ing B. Arranging and planning your learning C. Evaluating your learningMet cognitive strategies process learners consciously use to supervise or manage their language learning. They allow learners to control their own cognition by planning what they will do, checking how it is going, and then evalua
29、ting how it went. Met cognitive strategies involve:l Advance organizers & advance preparationl Directed attention & Selective attentionl Self-management , self-monitoring & self-evaluationl Delayed production 3.2.3 Social/Affective Strategies: A. Lowering your anxiety B. Encouraging yourself C. Taki
30、ng your emotional temperatureSocial strategies mean learning by interacting with others, such as working with fellow students or asking the teachers help. Affective strategies help to create and maintain suitable internal and external climates for learning. They are strategies for reduction of anxie
31、ty and for self-encouragement. The learners perceived the affective strategy instruction to be most beneficial in classroom activities and for real life purposes. The powerful social and affective strategies involve:l Co-operation with othersl Questioning for clarificationl Questioning for help 3.3
32、By Skill 3.3.1 Listening Strategies:l Listening for the main ideal Predictingl Drawing inferencesl Summarizing 3.3.2 Speaking Strategies:l Using minimal responsesl Recognizing scriptsl Using language to talk about language 3.3.3 Reading Strategies:l Making connections & asking questionsl Determining
33、 importancel Visualizingl Synthesizing l Using fix up strategies3.3.4 Writing Strategies:l Thinking about the topic before writingl Brainstorming ideas and approachesl Discussing the topic with others, getting new ideas and clarifying their own thoughtsl Seeing example writing that deals with simila
34、r issues The most important strategies are as follows:l Understanding the structure of wordsl Using a dictionaryl Defining words in multiple contextsl Integrating new words into working vocabularies ConclusionSecond Language Acquisition is a science to study language acquisition environment, the acq
35、uisition process and acquisition rules. It has a great positive impact on human language universal law, cognitive development, language development, cultural issues and also foreign language teaching. Learners themselves may have important insights into how they learn. However, individuals differ in
36、 their cognitive skills. They also differ in their ability to get the required exposure to the language and in the amount of help they need from others in order to learn. If the teaching strategy is compatible with the learning strategy, then learning is facilitated, if not, then learning will be im
37、peded. Bibliography: H. G. Widdowson, Teaching Language a Communication (London: Oxford University Press, 1978) John Langan, Reading and Study Skills, 4th ed. (New York: McGraw-Hill Book Company, 1990)Paul M. Hollingsworth and Kenneth H. Hoover, Elementary Teaching Methods, 4th ed. (Boston: Allyn an
38、d Bacon, 1991)Peter Skehan, A Cognitive Approach to Language Learning (London: Oxford University Press, 1998)Rod Ellis, The Study of Second Language Acquisition (London: Oxford University Press, 1994)Stephen Krashen, Second Language Acquisition and Second language learning (Pergamon Press Inc.,1981) Cohen A.D., 学习和运用第二语言的策略，（外语教学与研究出版社，2000）胡壮麟, 语言学教程 (北京大学出版社, 2002)
