Preface:
In the past 30–40 years, the field of cond language acquisition has 蟋蟀的叫声developed into an independent and autonomous discipline, complete with its own rearch agenda.
What is particularly noteworthy about the field of cond language acquisition is its interdisciplinary character. Second language rearch is concerned with the general question: How are cond languages learned? Scholars approach the field from a wide range of backgrounds: sociology, psychology, education, and linguistics, to name a few. This has both positive and negative effects on the field. The advantage is that through the multiplicity of perspectives, we are able to e a richer picture of流利的英文 acquisition, a picture that appears to be more reprentative of the phenomenon of acquisition in that learning a cond language undoubtedly involves factors relating to sociology, psychology, education, and linguistics. On the other hand, multiple perspectives on what purports to be a single discipline bring confusion, becau it is frequently the ca that scholars approaching cond language acquisition from different (often opposing and emingly incompatible) fra
meworks are not able to talk to one another. This is so becau each perspective brings with it its own way of approaching data and its own rearch methodology.
1 INTRODUCTION
1.1The study of cond language acquisition
What is the scope of SLA? What does the study of SLA consist of? It is the study of how cond languages are learned. In other words, it is the study of the acquisition of a non-primary language; that is, the acquisition of a language beyond the native language. It is the study of how learners create a new language system with only limited exposure to a second language. It is the study of what is learned of a cond language and what is not learned; it is the study of why most cond language learners do not achieve the same degree of knowledge and proficiency in a cond language as they do in their native language; it is also the study of why only some learners appear to achieve native-like proficiency in more than one language. Additionally, cond language acquisition is concerned with the nature of the hypothes (whether conscious or unconscious) that lea
rners come up with regarding the rules of the cond language.
梦见穿孝衣Second language acquisition is not about pedagogy unless the pedagogy affects the cour of acquisition.
Linguistics
When we study human language, we are approaching what
some might call the human esnce, the distinctive qualities of mind that are, so far as we know, unique to [humans].
(Chomsky, 1968, p. 100)
The study of how cond languages are learned is part of the broader study of language and language behavior. It is not more central or peripheral than any other part of linguistic study, which in turn has as its larger goal the study of the nature of the human mind.
Language pedagogy
People have come to realize that if one is to develop language-teaching methodologies, there has to be a firm basis for tho methodologies in language learning. It would be counterproductive to ba language teaching methodologies on something other than an understanding of how language learning does and does not take place.
Studies in cond language acquisition have made language teachers and curriculum designers aware that language learning consists of more than rule memorization. More important,传真是啥 perhaps, it involves learning to express communicative needs. The details of this new conceptualization of language learning have resulted in methodologies that emphasize communication.天倪
A cond, perhaps equally important but less assuming, rationale related to language pedagogy has to do with the expectations that teachers have of their students.豆芽生产技术
Cross-cultural communication and language u
In interactions with speakers of another language/culture, we have certain expectations a
nd we often produce stereotyped reactions. For example, we may find ourlves making judgments about other people bad on their language. It turns out that many stereotypes of people from other cultures (e.g., rudeness, unasrtiveness) are bad on patterns of nonnative speech. The judgments in many instances are not justified, becau many of the speech patterns that 魂牵梦绕nonnative speakers u reflect their nonnativeness rather than characteristics of their personality.
Language policy and language planning
It is important to reemphasize that the study of cond language acquisition is parate from the study of language pedagogy although this does not imply that there are not implications that can be drawn from cond language acquisition to the related discipline of language teaching.
SLA is part of the humanities, in the n that it is part of the branch of “learning (as philosophy, arts, or languages) that investigate[s] human constructs and concerns as oppod to natural process (as in physics or chemistry) and social relations (as in anth
ropology or economics)” (from Merriam-Webster online dictionary), although clearly there are areas of the field that do consider social relations as an integral part of learning.
Second language acquisition, while rightfully part of the humanities, is also part of the social sciences, defined (Merriam-Webster online) as “a嘴唇干燥是什么原因引起的 branch of science that deals with the institutions and functioning of human society and with the interpersonal relationships of individuals as members of society.”
