歼十出击A Summary of Stephen Krashen's "Principles and Practice in Second Language Acquisition" By Reid Wilson
Bibliographic information:
楚组词Krashen, Stephen D. 1981. Principles and Practice in Second Language Acquisition. English Language Teaching ries. London: Prentice-Hall International (UK) Ltd. 202 pages.
Quote that captures the esn of the book:
"What theory implies, quite simply, is that language acquisition, first or cond, occurs when comprehension of real messages occurs, and when the acquirer is not 'on the defensive'... Language acquisition does not require extensive u of conscious grammatical rules, and does not require tedious drill. It does not occur overnight, however. Real language acquisition develops slowly, and speaking skills emerge significantly later than listening skills, even when conditions are perfect. The best methods are therefore tho that supply '
穷人致富项目comprehensible input' in low anxiety situations, containing messages that students really want to hear. The methods do not force early production in the cond language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production." (6-7)
Summary of Part I. Introduction: The Relationship of Theory to Practice
In deciding how to develop language teaching methods and materials, one can take three approaches: make u of cond language acquisition theory, make u of applied linguistics rearch, and make u of ideas and intuition from experience. The approaches should in fact support each other and lead to common conclusions. This book incorporates all three approaches, with a hope of reintroducing theory to language teachers. While "most current theory may still not be the final word on cond language acquisition," it is hoped that teachers will u the ideas in this book as another source alongside of their classroom and language-learning experiences.
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Summary of Part II. Second Language Acquisition Theory
There are five key hypothes about cond language acquisition:
1. THE ACQUISITION-LEARNING DISCTINCTION
Adults have two different ways to develop compentence in a language: language acquisition and language learning.
Language acquisition is a subconscious process not unlike the way a child learns language. Language acquirers are not consciously aware of the grammatical rules of the language, but rather develop a "feel" for correctness. "In non-technical language, acquisition is 'picking-up' a language."
Language learning, on the other hand, refers to the "concious knowledge of a cond language, knowing the rules, being aware of them, and being able to talk about them." Thus language learning can be compared to learning about a language.
关于冬天的散文The acquistion-learning disctinction hypothesis claims that adults do not lo the ability to acquire languages the way that children do. Just as rearch shows that error correction has little effect on children learning a first language, so too error correction has little affect on language acquisition.
虾需要煮多久2. THE NATURAL ORDER HYPOTHESIS
The natural order hypothesis states that "the acquisition of grammatical structures proceeds in a predictable order." For a given language, some grammatical structures tend to be acquired early, others late, regardless of the first language of a speaker. However, as will be discusd later on in the book, this does not mean that grammar should be taught in this natural order of acquisition.
3. THE MONITOR HYPOTHESIS
The language that one has subconsciously acquired "initiates our utterances in a cond language and is responsible for our fluency," whereas the language that we have conscio
狮子女金牛男usly learned acts as an editor in situations where the learner has enough time to edit, is focud on form, and knows the rule, such as on a grammar test in a language classroom or when carefully writing a composition. This conscious editor is called the Monitor.
华开头的成语
Different individuals u their monitors in different ways, with different degrees of success. Monitor Over-urs try to always u their Monitor, and end up "so concerned with correctness that they cannot speak with any real fluency." Monitor Under-urs either have not consciously learned or choo to not u their conscious knowledge of the language. Although error correction by others has little influence on them, they can often correct themelves bad on a "feel" for correctness.
Teachers should aim to produce Optimal Monitor urs, who "u the Monitor when it is appropriate and when it does not interfere with communication." They do not u their conscious knowledge of grammar in normal conversation, but will u it in writing and planned speech. "Optimal Monitor urs can therefore u their learned competence as a supplement to their acquired competence."
