研读主题Effect of the Second Language on the First
二语习得论文
College of Foreign Languages and LiteratureNorthwest Normal University题目：Motivation and Second Language Acquisition 班级：12级英语5班姓名：王文秀任课教师：曹依民提交日期：2015年7月3日评语及成绩：签名：日期：Motivation and Second Language Acquisition摘要在对第二语言学习的研究中，学习动机被认为是语言学习者个体因素中最具能动性的因素之一，它受到了众多研究者和教育工作者的关注。
随着全球化的发展，第二语言的重要性显而易见。
这就要求我们要深入研究了解动机与第二语言学习。
本文将从理论和实际应用的角度研究第二语言习得中的动机问题。
本文先从学习动机的定义出发阐述不同语言学家对动机不同角度的定义，包括被语言学家公认为合理的由Gardner & Lambert所下的定义，以及从人本主义角度出发的马斯洛的需求理论中对动机的定义，从而发现这些定义的局限性。
在阐述定义的基础上，文章从行为主义、人本主义及认知角度分别运用强化理论、需求理论及归因理论来研究及分析动机，说明对第二语言研究的意义。
随后采用语言学家Keller对影响学习动机的四大主要因素的划分，从兴趣、相关性、期待及对结果的满意度简要阐述影响学习的因素及其影响。
本文旨在帮助第二语言学习者意识到动机在二语习得的重要性。
关键字：动机，第二语言习得，定义，影响因素AbstractMotivation is one of the important affective factors widely studied on the second language acquisition by language learning researchers in the past years. With the development of globalization, the importance of the second language acquisition is obvious. So it is necessary for us to profound motivation and second language acquisition.This paper will research motivation in the second language acquisition from the theory to application, beginning with its different definitions given by different linguists on the base of various theories. It includes the well-accepted definition given by Gardner & Lambert, popular one defined by Maslow from humanistic perspective and other definitions proposed respectively by different linguists. In the process, the limitation of these definitions will be found. Then, the thesis focuses on the study and analysis of motivations from behavioral, humanistic and cognitive perspectives with the application of reinforcement theory, need theory and attribution theory to prove the significance of researching second language acquisition. Then, the author analyses affecting motivation factors，including interest, relevance, expectance and satisfaction or outcomes, which are divided by linguist Keller. This paper aims to help language learners realize theimportance of motivation in the second language acquisition.Key words: motivation, second language acquisition, definition, affecting factors1. IntroductionMotivation plays a vital role in the foreign language acquisition. A lot of linguists and psychologists believe motivation is one factor affecting language learning efficacy, the impulse stimulating persons to conduct certain activities, a kind of inner power promoting foreign language learning, and a type of conscious and positive state of psychology in learning activity. Regarded as one important element in language learning, motivation has been explored for more than fifty years by a lot of linguists, but the awkward situation still exists in present language learning setting. Many experts have done a lot of research around it and made contributions to it.With the development of globalization, the importance of the second language acquisition is obvious. So it is necessary for us to profound motivation and second language acquisition. This paper aims to explore and analyses language learning motivation from different perspectives: behaviorism, humanism and cognition, making reference to various classifications and definitions of motivation.The thesis is made up of six parts besides an introduction, a conclusion and a bibliography. Part two is literature review. Part three presents some basic theories in motivation. In this part, behaviorism, humanism and cognition are discussed. Part four is analysis of factors affecting motivation in detail. It consists of interest, relevance, expectance and satisfaction or outcomes.This paper pays attention on three questions:1.What is the definition of motivation?2.What are factors affecting motivation?3.How does the motivation affect second language acquisition?2. Literature reviewAlthough the term "motivation" is frequently used in education contexts, there is little agreement among experts as to its exact meaning. Various definitions of motivation have been proposed over the course of decades of research. What we concern about motivation is mainly confined to EFL study, so we should put our emphasis on specific category.From the middle of 20th century, especially around 1990s, new definitions appeared with the developments in psychology. Motivation was then redefined as a dynamic process rather than astatic inner state. However, there is still disagreement about the definition of motivation.2.1 Definitions of MotivationMotivation is one of the main determinants of second language learning achievement and, accordingly, the last three decades have seen a considerable amount of research investigating the nature and role of motivation in the L2 learning process. Much of this research has been initiated and inspired by two Canadian psychologists, Robert Gardner and Wallace Lambert, who, together with their colleagues and students, grounded motivation research in a social psychological framework.2.1.1 Gardner's DefinitionIt's the fact that Gardner's definition of motivation in Second Language Acquisition (SLA) is the best known, frequently-quoted and under revision with the time passing. Gardner and Lambert (1972) define ‘motivation’ in terms of the L2 learner’s overall goal or orientation. Gardner also proposed that all these three components were necessary to properly describe motivation in language learning. Any single one of them cannot reflect true motivation, so they must co-exist with each other.Eight years later, Gardner and Maclntyre (1993) defined motivation as "the desire to achieve a goal, effort extended in this direction and satisfaction with the task." Gardner's definition is based on social psychology stressing the social nature of L2 learning. In his view, apart from learning grammar and language skills, the learning of an L2 involves an alteration in self-image, the adoption of new social and cultural behaviors which have a significant impact on the social nature of the learner. As we know, Gardner and his colleagues' researches are conducted among typically bilingual setting---Canada, where learners' language learning is greatly influenced by the learners' attitude towards the target language, therefore there is inevitable limitations existing in this definition by nature. Besides its shortcomings, Gardner and his colleagues had made great contributions to the motivation research in the late 1980s; other theorists began to challenge his theory and re-conceptualize the construct of L2 learning motivation.2.1.2 Brown’s DefinitionBrown (1981) identifies three types of motivation: (1) global motivation, which consists of a general orientation to the goal of learning a L2; (2) situational motivation, which varies according to the situation in which learning takes place (the motivation associated with classroom learning is distinct from the motivation involved in naturalistic learning); (3) task motivation, which is themotivation for performing particular learning tasks.2.1.3Williams and Burden's DefinitionWilliams and Burden (1997) defined motivation as "a state of cognitive and emotional arousal, which leads to a conscious decision to act, and which gives rise to a period of sustained intellectual and/or physical effort, in order to attain a previously set goal or goals.” In order to make this definition more clearly, Williams and Burden (1997) presented a three-stage model of interactive factors within the social context: reasons for doing something----deciding to do something---sustaining the effort or persisting.From this model, we can see that firstly there must be some reasons to impel learners to undertake a particular activity; secondly, we should consider what is actually involved in deciding to do something and an individual may have strong reasons for doing something but without taking actual action; thirdly, people need to sustain the effort required to complete the activity. In this model, "deciding to do something" plays a central role.2.1.4 Maslow's DefinitionAccording to Maslow, "motivation is constant, never ending, fluctuating and complex, and it is an almost universal characteristic of particularly every organic state of affairs.” And his "need theory" can clearly and satisfactorily explain the language learners' motivation in all the learning environments. The need hierarchy is as follows (S.S.Chauhan, 1985):2.1. 5 Dornyei and Otto's DefinitionDornyei and Otto (1998) stated that "in a general sense, motivation can be defined as the dynamically changing initiates, directs, coordinates, amplifies, cumulative arousal in a person thatterminates and evaluates the cognitive processes whereby initial wishes and desires are selected, prioritized, operationalized and successfully or unsuccessfully acted out" In this definition, motivation is viewed as a dynamic process in which many variables influence the learner's performance but they do not mention the sustaining of the learning motivation.2.1. 6 Keller's DefinitionKeller (1983) defined motivation as "Motivation refers to the choices people make as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in this respect."Besides definitions given above, Kanfer and Ackerman (1989) made it more explicit by defining motivation as "the direction of attentional effort, the proportion of total attentional effort directed to the task (intensity), and the extent to which attentional effort toward the task is maintained over time (or persistence)." Oxford defined motivation as "what makes students want to learn languages and what causes them to put forth the effort to persist in this difficult adventure" (Oxford, 1996, p. 1). According to H.W Bernard, "motivation refers to all those phenomena which are involved in the stimulation of action towards particular objectives where previously there was little or no movement towards those goals."In view of all these definitions, we can get the information that language learning motivation is the reason for learning the language, the central force or inner power that impulses people to go in the language learning process, how much conscious intellectual and physical effort the learners make to attain a previously set goal and how long the learner keeps this effort.3. Theories on MotivationMotivation is a vast and complicated subject with many theories in educational psychology. The main approaches are behavioral, humanistic and cognitive ones, which highlight different dimensions of motivation. However, there is no absolutely, straightforwardly and unanimously accepted concept of motivation, let alone the description of its nature within one framework. Different from the instinct theory studying the innate characteristics of motivation born in human beings, the behaviorism attaches more importance to the external factors for the study of motivation.3.1 BehaviorismBehaviorism, a theory about animal and human learning way which only focuses onobjectively observable behaviors and discounts mental activities, has an important impact on psychology, education and language teaching.Behaviorists like Skinner take the notion that behavior is a function of its consequences, so the learners will repeat the desired behavior if positive reinforcement (a pleasant consequence) follow the behavior. Behaviorists prefer to explain human behaviors with formula S---R, believing motivation is a kind of impulsive force aroused by outside stimuli. According to Skinner, motivated behavior results from the consequences of the similar previous behavior and in other words, the consequences of previous behavior influence learners. Once learners obtain positive reinforcement for certain behavior, they tend to repeat it with vigor, vice versa learners tend to lose interest, and evade their performance and study.Behavioral interpretations of learning can provide reasons to explain why some learners react favorably to particular subjects but dislike others. Some learners may enter a classroom with a feeling of delight, while others feel uncomfortable or aversive to it. B.F.Skinner suggested that such differences could be traced back to their previous experiences, arguing that the learner who loved this subject had been shaped to respond that way by a series of positive experiences with the subject while the learner disliking the subject might have suffered a series of negative experiences.In brief, reinforcement methods are probably best used with learners who exhibit high anxiety about learning, poor motivation to learn, or a history of academic failures. And it is effective methods frequently used by teachers in classroom setting.3.2 HumanismMotivation and needs are closely related. On the one hand, we regard motivation as the fulfillment of a kind of needs, and on the other hand, human needs serve as drives or incentives which impulse one to take an action.When we study motivation from the perspective of humanism, it is necessary to mention hierarchy of needs proposed by Maslow. He formulated a five-fold hierarchy of human needs which began with biological needs and made progress upward to the self-actualization. According to Maslow, "motivation is constant, never ending, fluctuating and complex and that it is an almost universal characteristic of particularly every organic state of affairs." His need theory can clearly and satisfactorily explain the language learners' motivation in all learning environments. The need hierarchy is as follows (S.S.Chauhan, 1985):Although Maslow's theory has been confronted with a number of critiques and contradictions, it provides a useful way of thinking about the factors that activate human action. In terms of Maslow's needs hierarchy，needs for foreign or second language learning would mainly center on the psychological aspects of the second level in the hierarchy and, when those needs are satisfied, would relate to the third, fourth, and fifth levels in the pyramid. Additionally, as the needs at one level are met, their importance in motivating individual decreases, and the next higher level of needs becomes the strongest source of goal-directed behaviors.In view of Maslow's need hierarchy，failure to satisfy students' needs for safety and security in the foreign or second language learning setting probably hinder their risk-taking, accordingly, these psychological insecurity will make L2 learners very anxious ( MacItyre & Gardner, 1991) and they will regress in their needs, motivation, and performance in the classroom.3.3 CognitionAs its name implies, cognitive approach, emphasizing mental processes places itself in processes. Since the 1960s, the mechanistic approach to human motivation has given way to a more cognitive approach. The common element shared by particular cognitive theorists is the belief that it is necessary to examine a class of intervening variables when explaining behavior. The theoretical foundation of a cognitive approach can be traced to the writings of Kant (31) and to phenomenological thinking. Uan de Geer and Jaspers note that cognitive theory ranges from neobehavioristic mediation to phenomenological interpretation.A cognitive theory of behavior assumes that the first stage in the chain of events initiated bythe stimulus situation and resulted in the behavioral act is the construction of cognitive representation of the distal environment. The later events in the chain are aroused, modified and guided by this cognitive representation. The cognitive representation thus acts as the effective environment which arouses motives and emotions, and guides overt behavior toward its target or goal.The famous theory annotating motivation is attribution theory. People, after finishing one task, are likely to look for the reason why he can succeed or suffer failure, which is the first objective base, on which psychologist attribution. F. Heider, the one proposing attribution theory, believed explore people possessed two needs of understanding world and controlling environment. Ability and effort are internal characteristics; task difficulty and luck belong to external factors; task difficulty and ability are stable factors, whereas effort and luck change with variable situations. According to attribution theory, higher satisfaction occurs when success is self-attributed than those attributed to external factors. When people believe themselves---rather than luck, fate, the teachers, or an easy test have created the successful performance, they are happier with themselves and their skills.Attribution theory can explain, to some extent, the phenomenon that failure or success can have different effects on different individuals. It also gives implications for teachers in teaching by helping students setting up correct attribution.Many theorists advocate that the construct of motivation is not as a single entity but as a multifactoral one and they apply different ways to probe into motivation. Besides the motivation theories discussed above, Heider's naïve psychology, Jones & Davis' correspondence theory and Kelley's covariation theory all shed light on the motivation, explaining human beings learning motivation from different perspectives.4. Analysis of factors affecting motivationFor the last few decades, research on motivation in the field of second language has been strongly influenced by Gardner's Socio-Educational Model. However, other researchers, such as Crookes and Schmidt (1991), regard motivation as a much more complex construct than the one culturally related dichotomy, especially in different contexts of foreign language learning.Crookes and Schmidt (1991) then proposed an expanded definition of language learning motivation by applying Keller's education-oriented theory of motivation as their base. Keller(1983) identified four major determinants of motivation:①interest in the language based on existing attitudes, experience, and background knowledge on the learners' part;②relevance, which involves perception that personal needs, such as achievement, affiliation and power being met by learning the language;③expectancy of success or failure; and ④outcomes, i.e., the extrinsic or intrinsic rewards felt by the learner.4.1 InterestInterest, one of important inner incentives, plays a very important role in the language learning process. Interest in learning can be defined as a desire to acquire new information and to find out new objects, events and ideas. This may involve approaching and acquiring information about something new, seeking new information concerning something that the students have already known about (Katherine, 1981).4.1.1 Direct Interest vs. Indirect InterestInterest can be divided into two categories---direct interest and indirect one. Direct interest, resulting from direct learning materials and the learning process, can attract learners' attention and arouse their interest quickly, but it cannot last for a long time. For example, new information can provoke learners' interest directly, but when learners meet difficulties in the learning process or have not made any progress for a long time, they will lose the interest in it even abandon it Indirect interest, resulting from students themselves and lasting much longer, can spur learners to devote more strength and energy to study. With indirect interest, highly motivated students can set their own learning goals and tasks, adopt various learning strategies and make full use of any chances to enhance their ability or enlarge their knowledge horizon. Hence, cultivating students' indirect interest can do favor for language learning.4.1.2 Significance of InterestDeci and Ryan held that interest was "an important direct role in intrinsically motivated behavior in which people naturally approach activities that attract them". In other words, interest is believed to be a necessary and efficient means to provoke learners' intrinsic motivation, so it is a manifestation of inborn capabilities in terms of competency, self-assessment as well as personal accomplishments. It is acknowledged that whether the students are interested in English language learning directly influences the success or failure of English teaching and students' performance. Only students' interest in language learning is inspired, will they take the initiative or become active in learning English well.4.2 RelevanceThe second element is relevance, which refers to the extent to which the students feel that the instruction is connected with important personal needs, values, or goals. It is a prerequisite for "sustained motivation" and requires the perception of the learners that their personal needs are satisfied by the learning situation. Relevance, at a macro-level, associates with the motivation theories of needs hierarchy, achievement motivation, competence motivation, and reinforcement value; at the level of learning situation, it refers to the extent to which the classroom instruction and course content are seen to be conductive to achieving the goal, that is，to master the L2There are several kinds of learners' needs: instrumental needs, which are met when the learners have the belief that the content of a lesson is what they want; needs for achievement, for autonomy, for affiliation, for endurance, for aggression, for power, and so on.Keller (1983a, 1983b) proposed that motivation could be enhanced when students perceived that the learning activities could satisfy their basic needs, such as needs for achievement, power, or affiliation. In other words, teaching materials, teaching methods, level of difficulty should be correspondent to or related with students' needs and learning goals.4.3 ExpectanceThe third determinant is expectancy which refers to students' perceived likelihood of achieving success through personal control and is related to the learner's self-confidence and self-efficacy at a general level; it concerns perceived task difficulty, the amount of effort required, the amount of available assistance and guidance, the teacher's presentation of the task, and familiarity with the task type at the level of the learning situation. According to Keller (1983a), this category encompasses the motivation theories of locus of control, attribution theory, learned helplessness, personal causation, and self-efficacy.4.4 Satisfaction or OutcomesThe fourth determinant of motivation is satisfaction or outcomes that are related with the extrinsic or intrinsic reward felt by the learner. Activities for which the motivating forces are outcomes have been referred to as extrinsically motivated, as opposed to those which are intrinsically motivated. Satisfaction or outcomes include the satisfaction of goal fulfillments and its effects on motivation for involving in similar activities in the future. The learners will become unmotivated or less motivated once the outcomes of their great efforts are inconsistent with theiroriginal expectations, the grading system is subjective and arbitrary, or the intrinsically motivated person is confined into an externally controlled contingency system.Different factors and various teaching methods have close relationship with outcomes. Keller deemed that unexpected, noncontingent rewards rather than anticipated, salient, task-contingent rewards; verbal praise and informative feedback rather than threats, surveillance, or external performance evaluation could give learner better satisfaction or outcomes. In order to maintain a good learning setting to meet learner's satisfaction, consistent standards and consequences for task accomplishment should be held. Allowing students to use a newly learnt skill in a realistic setting can arouse their senses of satisfaction to a large degree.5. ConclusionThis paper has explored and analyzed language learning motivation from different perspectives: behaviorism, humanism and cognition, making reference to various classifications and definitions of motivation. On the basis of the above discussion, we know that motivation is one of the important affective factors widely studied on the second language acquisition. The influence of motivation to the foreign language learners is profound. This paper presents a study of motivation and second language acquisition. After studying this paper, we can conclude that: First, the definition of motivation is various from different perspectives. And there is some limitation for these definitions, such as narrow perspectives on motivation. So it is necessary for human being to research deeply.Second, factors affecting motivation play much important role in second language acquisition. Strong motivation and confidence can let learners pay much attention and time on learning and hold positive attitude and help them keep in touch with native speakers and go into society. So, it is the key of mastering second language to help learners to build correct affective.Third, Motivation plays a vital role in the second language acquisition. The question is how to deal with them properly. Therefore, it is the key to help language learners to establish correct motivation.In conclusion, in view of present studies emphasizing excessively the theoretical research, and the notion that theory serves application, researchers come up with some implications for the interests of learning, serving as methods to arouse learning motivation, improving the presentsituation and enhancing language learners' awareness of motivation.Bibliography1.Alma C. Spithill, Motivation and Language Teaching. Hispania, V ol. 63, No (Mar., 1980), pp.72-76.2.Fred W. Danner; Edward Lonky, A Cognitive-Developmental Approach to Effects of Rewardson Intrinsic Motivation. Child Development, V ol. 52, No.3. (Sep., 1981), pp.1043一1052. 3.Gardner, R. C. Language Learning Motivation: The Student, the Teacher and the Researcher,University of Western Ontario, 2001.4.Gardner, R. C. & Tremblay, P.F. On Motivation: Measurement and Conceptual Consideration.The Modern Language Journal, V ol. 78, No.3. (Autumn, 1994), pp.359-368.5.Jeffrey A. French, Alan C. Kamil, & Daniel W. Leger, Editors, 2001. EvolutionaryPsychology and Motivation. Lincoln and London: University of Nebraska Press.6.Rebecca Oxford; Jill Shearin, Language Learning Motivation: Expanding the TheoreticalFramework, The Modern Language Journal, V ol. 78, No.l.(Spring,1994), pp.12-18.7.Robert C. Beck, Motivation: Theories and Principles (Forth Edition), Wake Forest University,pp 326-330.8.Russell G. Green & William W. Beatty & Robert M. Arkin, Human Motivation:Physiologival, Behavioral, and Social Approaches. Boston: Allyn and Bacon. pp. 9-243.9.包兰兰，A Study of the Relationship Between Language Learning Strategy and LearningMotivation，成都理工大学.May, 2005.10.陈维亚，学生学习动机的形成与发展，《中国教育学刊》，1999, 5 , pp.34-3 511.《高等教育心理学》。
5篇关于学习第二语言的好处的高考英语作文范文
5篇关于学习第二语言的好处的高考英语作文范文以下是五篇关于学习第二语言的好处的高考英语作文范文，供参考：1. 学习第二语言的好处Learning a second language has numerous benefits. Firstly, it broadens our horizons and allows us to communicate with people from different cultures and backgrounds. This not only enhances our understanding of the world, but also promotes cultural exchange and tolerance. Secondly, studying a second language can improve our cognitive skills, such as problem-solving and critical thinking. It challenges our brains and enhances our ability to multitask. Lastly, being bilingual or multilingual can greatly enhance our career prospects. In today's globalized world, employers value individuals who can communicate in multiple languages, as it opens up opportunities for international collaboration and business expansion. Therefore, learning a second language is not only personally rewarding, but also beneficial for our future success.2. The Advantages of Learning a Second LanguageLearning a second language brings numerous advantages. Firstly, it improves our communication skills. By learning another language, we become better at expressing ourselves and understanding others. Secondly, it enhances our cultural awareness. When studying a second language, we also learn about the customs and traditions of the countries where the language is spoken. This helps us appreciate and respect different cultures. Additionally, learning a second language can boost our cognitive abilities. It improves our memory, concentration, and problem-solving skills. Lastly, being bilingual or multilingual opens up a world of opportunities. It increases our chances of studying abroad, working in international companies, and experiencing different cultures firsthand. In conclusion, learning a second language is not only a valuable skill, but also a gateway to personal and professional growth.3. The Benefits of Learning a Second LanguageLearning a second language offers numerous benefits. Firstly, it improves our overall academic performance. Studies have shown that students who learn a second language tend to have better problem-solving skills, critical thinking abilities, and higher scores in standardized tests. Secondly, learning a second language enhances our memory and cognitive abilities. It stimulates our brains and improves our ability to process and retain information. Additionally, being bilingual or multilingual opens up a wide range of career opportunities. In our increasingly globalized world, employers seek individuals who can communicate with diverse audiences and navigate multicultural environments. Finally, learning a second language promotes cultural understanding and appreciation. It allows us to connect with people from different backgrounds and fosters a more inclusive and tolerant society. In conclusion, learning a second language is not only beneficial for personal growth, but also for academic and professional success.4. The Advantages of Acquiring a Second LanguageAcquiring a second language has numerous advantages. Firstly, it expands our cultural knowledge and understanding. By learning another language, we gain insights into different traditions, customs, and ways of life. This broadens our perspectives and promotes cultural appreciation. Secondly, studying a second language enhances our cognitive skills. It improves our memory, problem-solving abilities, and overall mental flexibility. Additionally, being bilingual or multilingual increases our career prospects. It opens up doors to international job opportunities and allows us to communicate with a wider range of people. Moreover, learning a second language improves our communication skills in general. It enhances our ability to express ourselves clearly and to understand others. In conclusion, acquiring a second language is not only intellectually stimulating, but also beneficial for personal and professional development.5. The Benefits of Learning a Second Language in Today's WorldIn today's globalized world, learning a second language is more important than ever. Firstly, it promotes cultural understanding and tolerance. By studying another language, we gain insights into different cultures, traditions, and perspectives. This helps break down barriers and fosters a more inclusive society. Secondly, being bilingual or multilingual opens up a world of opportunities. It enhances our job prospects, as employers value individuals who can communicate with international clients and colleagues. Additionally, learning a second language improves our cognitive abilities. It challenges our brains and enhances our memory, problem-solving skills, and multitasking abilities. Lastly, studying a second language can be personally enriching. It allows us to connect with people from different backgrounds, travel more confidently, and experience other cultures firsthand. In conclusion, learning a second language is not only a practical skill, but also a means to broaden our horizons and become global citizens.希望以上范文能够帮助到您。
The Effect of Discourse Markers on the Comprehension of Lectures
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DISCOURSE MARKERS AND THE COMPREHENSION OF LECTURES
consequences. Comprehension is viewed as a combination of both bottom-up and top-down processing. As Adams and Collins put it (1979):
The Effect ofDiscourse Markers on the Comprehension ofLectures*
CRAIG CHAUDRON AND JACK C. RICHARDS
University of Hawaii at Manoa INTRODБайду номын сангаасCTION
With greater numbers of non-native speakers of English entering Englishmedium institutions of higher education around the world, the provision of appropriate English-language training as a preparation for academic study becomes increasingly important. In the United States, all major universities now offer specialized English language courses for foreign students, dealing with the use of English in such areas as advanced reading, writing term papers, discussion skills, lecture comprehension, and note taking. The growing demand for such courses has led to the need for research into the processes underlying academic performance in a second or foreign language, which can provide input to teacher training as well as to the development of appropriate curriculum and instructional materials. This paper deals with the university lecture and describes a study which was conducted to investigate how different categories of discourse markers affect the degree to which foreign students understand university lectures.
英语作文题,简要讨论影响第二语言的个别因素
英语作文题,简要讨论影响第二语言的个别因素Second language acquisition research is gradually developed on the basis of children's mother tongue acquisition research. It differs from its native language acquisition in that second language acquisition is already mastered with the native language system, and in most cases semantic is conducted in environments separated from the destination language society.In today's society, the second language learning has become a trend and trend, and the second language has also become one of the essential skills of people. Therefore, how to learn the second language and what are the influencing factors of learning the second language have become a problem that people think about. There are many factors that affect second language acquisition, and the native language factors.Language (i. e., mother language) is acquired in combination with the development of intelligence in the living environment where the language is used. Because the second language acquisition is on the premise of mastering the mother language system, and in most cases in theenvironment divorced from the destination language society, the mastery of the second language needs to be studied in a planned way in an artificial environment.The effect of the second language learning largely depends on the difference between the language system of the second language and the first language. The language with close language system and little difference is undoubtedly easier to learn; on the contrary, the very different languages have more difficulties in learning and more time to pay, and the requirements for learning methods will be higher, which is because the first language can transfer to the learning of the second language.The influence of the mother language on the second language acquisition is called language migration. Language migration is generally divided into two kinds, namely, positive migration and negative migration. Mother tongue has a positive role in the second language acquisition, promoting the second language learning, that is, positive migration. Mother tongue has a negative role in second language acquisition, hindering second language learning, namely negative transfer. Although negative migration has a negative effect on binary language acquisition, we can convert negativemigration into positive migration through some methods. Therefore, we can consider language migration as a one-one kind of learning strategy.In addition, language migration is a very effective learning method, which is very necessary in two-language acquisition. Old cognitive knowledge in the brain is an important medium for language transfer. If the learner applies old cognitive knowledge to the new knowledge, the learner will easily understand the second and second language.。
5篇关于学习第二语言的好处的高考英语作文范文
5篇关于学习第二语言的好处的高考英语作文范文1. 主题：学习第二语言的重要性范文：Learning a Second LanguageIn today's globalized world, learning a second language has become increasingly important. There are several benefits to learning a second language, both personally and professionally.Firstly, learning a second language enhances our communication skills. It allows us to interact with people from different cultures and backgrounds, breaking down language barriers and fostering understanding. In turn, this can lead to more effective collaboration and cooperation, whether in personal relationships or professional settings.Secondly, learning a second language opens up a world of opportunities. In an interconnected world, being bilingual or multilingual is highly valued by employers. It increases our chances of securing better job prospects and career advancement. Additionally, it allows us to explore different cultures and travel with ease, broadening our horizons and enriching our experiences.Furthermore, learning a second language has cognitive benefits. Studies have shown that bilingual individuals have improved memory, problem-solving skills, and overall mental flexibility. It exercises our brain and enhances our ability to think critically and adapt to new situations.In conclusion, learning a second language is highly beneficial. It improves communication skills, opens up new opportunities, and enhances cognitive abilities. Therefore, it is important for individuals to embrace the opportunity to learn a second language and reap the rewards it brings.2. 主题：学习第二语言对职业发展的影响范文：The Impact of Learning a Second Language on Career DevelopmentIn today's competitive job market, learning a second language can significantly boost one's career prospects. There are several ways in which learning a second language can positively impact career development.Firstly, being bilingual or multilingual gives individuals a competitive edge. It opens up a wider range of job opportunities, especially in multinational companies or industries with international exposure. Employers value employees who cancommunicate effectively with clients or colleagues from different linguistic backgrounds, as it facilitates smoother collaboration and ensures efficient business operations.Secondly, learning a second language demonstrates valuable skills and qualities. It showcases one's adaptability, cultural awareness, and ability to work in diverse environments. These are highly desirable traits that employers look for when hiring or promoting individuals. It shows that an individual is open-minded, flexible, and capable of understanding and respecting different perspectives.Furthermore, learning a second language can lead to increased earning potential. Bilingual or multilingual individuals often have access to higher-paying job positions or have the opportunity to work in international markets, where salaries are often more competitive. This can result in better financial stability and overall career growth.In conclusion, learning a second language has a significant impact on career development. It provides individuals with a competitive advantage, showcases valuable skills, and enhances earning potential. Therefore, individuals should prioritize learning a second language to enhance their career prospects in today's globalized world.3. 主题：学习第二语言对人际关系的影响范文：The Impact of Learning a Second Language on Interpersonal RelationshipsLearning a second language not only enhances our communication skills but also has a positive impact on our interpersonal relationships. There are several ways in which learning a second language can improve our connections with others.Firstly, being able to speak a second language allows us to connect with individuals from different linguistic backgrounds. It breaks down barriers and fosters understanding and empathy. When we make an effort to communicate in someone else's language, it shows a genuine interest in their culture and creates a stronger bond between individuals.Secondly, learning a second language enhances our ability to listen and understand others. Language learning requires active listening and comprehension, which are skills that can be applied to all aspects of communication. This can lead to more effective and meaningful conversations, as we are better able to understand and respond to the needs and emotions of others.Furthermore, learning a second language can lead to increased cultural awareness and sensitivity. Language and culture are closely intertwined, and by learning asecond language, we gain insights into different customs, traditions, and ways of thinking. This helps us to navigate cultural differences with respect and avoid misunderstandings or conflicts in our relationships.In conclusion, learning a second language positively impacts our interpersonal relationships. It fosters understanding, improves communication, and enhances cultural awareness. Therefore, individuals should embrace the opportunity to learn a second language and strengthen their connections with others.4. 主题：学习第二语言对认知能力的影响范文：The Impact of Learning a Second Language on Cognitive AbilitiesLearning a second language has been proven to have a positive impact on cognitive abilities. It exercises our brain and enhances various aspects of our thinking and problem-solving skills.Firstly, learning a second language improves memory. Language learning requires constant memorization of vocabulary, grammar rules, and sentence structures. This exercise of memory strengthens our overall ability to retain and recall information. As a result, bilingual individuals often have better memory retention and retrieval skills, which can be beneficial in various areas of life.Secondly, learning a second language enhances our problem-solving skills. Language learning involves deciphering new words, phrases, and grammar rules, and applying them in different contexts. This process trains our brain to think critically and analytically, as we constantly make connections, draw comparisons, and find solutions. These problem-solving skills can be transferred to other areas of life, such as academics or professional settings.Furthermore, learning a second language improves overall mental flexibility. Bilingual individuals are often more adept at switching between different languages and adapting to new linguistic environments. This flexibility extends to other areas of cognitive functioning, allowing individuals to adapt to new situations, think creatively, and approach challenges from different perspectives.In conclusion, learning a second language has a positive impact on cognitive abilities. It improves memory, enhances problem-solving skills, and increases mental flexibility. Therefore, individuals should embrace the opportunity to learn a second language and reap the cognitive benefits it brings.5. 主题：学习第二语言对文化理解的影响范文：The Impact of Learning a Second Language on Cultural UnderstandingLearning a second language not only allows us to communicate with others but also deepens our understanding and appreciation of different cultures. There are several ways in which learning a second language can enhance cultural understanding.Firstly, learning a second language provides us with insights into different cultural norms, traditions, and values. Language and culture are closely intertwined, and by learning a second language, we gain a deeper understanding of the cultural contexts in which the language is used. This helps us to appreciate the diversity of human experiences and develop a more open-minded and inclusive worldview.Secondly, learning a second language enables us to engage with cultural resources. Literature, films, music, and other forms of artistic expression are often best experienced in their original language. By learning a second language, we can access a broader range of cultural materials and engage with them in a more authentic and meaningful way. This allows us to appreciate the nuances and subtleties of different cultural works and develop a greater appreciation for their significance. Furthermore, learning a second language fosters cross-cultural communication and empathy. When we make the effort to communicate in someone else's language, it shows respect and understanding for their cultural background. This can lead to more meaningful interactions, increased empathy, and a greater ability to navigate cultural differences with sensitivity and respect.In conclusion, learning a second language has a profound impact on cultural understanding. It provides insights into different cultures, enables engagement with cultural resources, and fosters cross-cultural communication. Therefore, individuals should embrace the opportunity to learn a second language and deepen their appreciation for diverse cultures.。
读SecondLanguageAcquisitionbyRodEllis就第二语言学习策略有感
由Second Language Acquisition by Rod Ellis中社会语言学内容引发的语言学习策略性思考——浅谈Acculturation Model和Social Identity Investment ModelStrategic thoughts on the social aspect of English as a second language learning inspired by Second Language Acquisition by Rod Ellis摘要：自己翻译。
Summary: This article attempts to raise a couple of issues of crucial strategic importance that deal with the social-linguistic aspect of English as a second language learning, and to devise corresponding learning strategies to cope with these issues. Theories and models mentioned in this article are mostly cited from Second Language Acquisition by Rod Ellis, a great piece of introductory literature for linguistics as a discipline. While elaborately illustrating the basic methodology of linguistic study --- error analysis, the book summarizes and reviews several widely influential case studies in the linguistic history and how each individual phenomenon was generalized to fit into a theoretical framework. In this article, the writer tries to draw on these theories for instructions that may benefit own language learning, and critically reflect upon their helpfulness by examining her own past language learning experience.1. 第二语言习得的研究逻辑和本文的叙述逻辑第二语言习得是语言学下一门热门的次级学科。
新视角研究生英语读说写2课后答案
新视角研究生读说写2课后答案Unit oneVocabularyA 1.triggered 2.economically 3.minimum mitment 5.relieved 6.shrinking 7.enrollments 8. scarcely 9.sequence 10.strideB 1-5 ADBCB 6-10 ACACDCloze1.requires2.dimensional3.thoughtfully4.lines5. next6.summarize7.own8. notes9.out 10.refuse 11. front 12.content 13.act 14.value 15.accent 16.distracting 17.effort 18.advantage 19.forth 20. conclusionsTranslation[A] 1. 那位教授很可能在他唯一的学生缺席的情况下对着空空的教室讲了一课。
The professor might probably have delivered his lecture to the empty classroom in the absence of his solitary student.2. 现行的教育体制遭到了公众的批评，公众已经开始意识到这种体制给学生带来的危害。
The present educational system has been under attack from the public, who have begun to realize the harm the system has done to students.3. 老师告诉这些大四学生他每次都会点名，因为这门课是必须要听的。
The professor told those seniors that he would take attendance every time because attendance at this course was compulsory.4. 我真想参加你的乔迁聚会。
TheStudyofSecondLanguageAcquisition
The Study of Second Language AcquisitionAssignments presented by 黄鹂Student Number: T2011042Part I Terms ExplanationsSLASLA is the abbreviation for Second Language Acquisition。
SLA research has been primarily concerned with studying the second language which is generally used to refer to any language other than the first language foreign language. In the case of second language acquisition， the language plays an institutional and social role in community。
(i。
e。
it functions as a recognized means of communication among members who speak some other language as their mother tongue.） The main goal of SLA research is to characterize learners’ underlying knowledge of second language， i。
e。
to describe and explain their competence, which consists of the mental presentations of linguistic rules constituting the speaker-hearer’s internal grammar. SLA researchers have used different kinds of performance, which consists of the use of grammar in the comprehension and production of language, to try to investigate competence.L1 /L2/FLL1 refers to learners' mother tongue. L1 acquisition shows that children didn’t seem to learn their mother tongue as a set of “habits” but rather seem to construct mental “rule", which often bore no resemblance to those manifest in their caretakers’ speech。
Effects of Age on Second Language
Effects of Age on Second Language AcquisitionAbstract:There are many differences among second language learners. Learners’beliefs and affective factors are likely to have a direct effect on second language learning, but they themselves may be influenced by a number of general factors such as learning motivation ,character,emotional elements,age and learning habit.We now turn to a discussion of four main effects of age on second language acquisition and prove that learning English is not the sooner the better.It is possible that learn English well at any age.Key words:s econd language acquisition;age;critical period;optimum ageIntroductionChildren,unlike adults,have an innate ability for learning language with great easy and minimal effort.This idea that early age is a major factor in second language acquisition is a widely held and popular belief(Li Ying & Liu Shufan).But whether the age is the major factor in second language acquisition,we will discuss it in this paper.1.Effects of age on second language acquisitionThe evidence shows that the two sides of the brain are divided into different functions as it becomes mature.The laterality of the left brain includes the functions of intelligence,logic,analysis while the right brain,the emotion social function.Human being’s speech function main in the left brain (Ni Yiwei & Yu Zhen,2012).Eric Lenneberg claimed that the lateralization is a slow process and it begins at age two until adolescence at 1967.During this process children distribute some functions into the side of the brain and the others into other side (Bruer, J.，2000).The “brain plasticity” hypothesis is a striking early learning language theory advanced in 1959 by the neurophysiologist Dr.Wilder Penfield from McGill University.According to this hypothesis the brain of a child was flexible and adaptable.If part of the brain was impaired then another part would take over its functions.Such flexibility in brain functionality was not believed to exist in older persons.Therefore,children can acquire two or more languages before adolescence.After the adolescence,the mature brain and the complete lateralization make adult lose the physiological advantage of learning second language.2.The critical period of Second Language AcquisitionCritical period hypothesis comes from biology and it means that a period in which theenvironment becomes the most influent factor in individual development.During the critical period,the acquisition of individual behavior becomes easy and rapid under the appropriate environment (Yang Lianrui,2004).A large number of facts prove there really exists critical period in the formation of a certain behavior.For example,Gould and Marler’s study on white-crowned sparrow shows that there are some particular notes in the sound of an adult male.Those notes can automatically trigger the record playback device in the brain of the male.Young male bird can tweet only when it heard those notes during the period 40 days to 5o days after birth.Young male bird can not tweet if it not heard the notes during this period.So 40 days to 5o days after birth is the critical period of tweet.Lenneberg put forward the conception of critical period firstly.He thought there exists a period in the language acquisition process.In this period,language acquisition is the most easily because of the physiological factors.Once this time allotment has ended,the acquisition of language ability has been restricted in certain nguage functions like various organs of the body is a “language organ”.Chomsky thought that there are a language acquisition device which can be hereditable.That’s to say, people are born with ability to acquire language.It is because of this mechanism of language acquisition that children can develop the power of speech in a short time as soon as they are in a certain language environment.On the point of biological language, language acquisition device of Chomsky and critical period of Lenneberg are consistent.3.The optimum age of foreign language teachingAfter the sec ond world war,there was a “learn the foreign language at the yang”fever around the world.During this period,come many typical investigation and research,among them,the experimental research of Burstall was more influential.He began a 10 years longitudinal study in UK in 1964.The aim of this study was to find out whether the children to learn a foreign language in school at the age of eight is possible and whether they can do better than the children at age of eleven.There were 1700 children in the study.Experimental group of children began to learn French at8 years old,comparing with two control groups,one control group were of the same age with experimental group,but learned the French 3years latter(11 years old).The other control goup were older than the experimental group but the learning time is as long as the experimental group.The result of the experiment showed that itis feasible to open a foreign language in a primary school without affecting the learning in other subjects.The comparison between the experimental group of children began to learn French at 8 years old and the control group of children began to learn French at 11years old,the grade of the former was not obviously better than the latter.In the first two years, started earlier children had little advantages in only in listening and speaking,and then the advantages slowly te starters had short time to learn a foreign language,but there was no obvious difference in the aspects of reading and writing,compared with the earlier starts (Xu Xingxiang,2004).4.The advantages of different age stages at learning a foreign languageThe learning environment factors,intelligence,the maturity and the measure standard are different in the different age stages.So there are a quite few problems of conducting the study and may hardly make a satisfactory conclusion(Huang Huaifei,2012).4.1 Children (3 years old to 10 years old)Their advantage of learning a foreign language is the most flexible of brain's plasticity,which can not show the advantage in language but in the acquisition of natural speech.Learn a foreign language during this period may leave traces in the brain and stimulate the nerve function system,besides, form language habits and ability easily afterwards (Wei Wei,2006).Their disadvantages are poor long-term memory, confusion about the mother tongue and foreign language,native culture and foreign culture and lack of logical thinking ability. Therefore,they especially need good conditions when they learn a foreign language.Such as bilingual environment (Sun Naizheng & Dong Yizhi,2012).4.2Juvenile(11 years old to 17 years old)Their advantage of learning a foreign language are the higher level cognitive ability, relatively sensitive metalanguage consciousness,strong imitation and memory;Young people can do better at using language communication strategy than children.The strong ability of understanding language and culture promotes the language output.The young’s emotional barrier is not so heavy as the adults, and they usually not too ca re about others’ attitude like adults for emotional barrier normally operates lower than internal mechanism.The youth can use language rules to monitor like adults,while children are lack the ability of monitoring the language output.Due to the above reasons,the youth can surpass children and the adults at thelearning speed and learning specific language aspects(such as,morphology,syntax and listening,etc).Their disadvantages are more energy than children's learning,high consciousness and persistence in learning.4.3Adult (over 18 years old )The neural connections in the adult’s brain has been fully established, the way of thinking has been perfect and stronger metalanguage consciousness than children make them handle complex language form and content more easily,and assumes absolute superiority in mastering a foreign language reading and writing, etc.Adults have clear learning objectives, sufficient learning motivation, rich experience and stronger understanding and associative memory ability;Adults using mother tongue and monitoring knowledge in learning a foreign language may make them faster than children at the initial stage.There are also some disadvantages.They have so many things to worry about that they don’t have enough time to study and the continuity of learning may be influenced.They often meet the hardly overcome difficulties when form a standard English pronunciation.They can not surpass the children at the aspect of absorbing and applying the words in daily communication to develop the communicative competence(Kou Huiyan,2002).ConclusionsIt is arguable that the“fact”that second language can only be achieved by a learner before a certain age.We can not deny that age is one of the important factors in second language acquisition.There exist many studies on exploring whether there is a critical period in second language acquisition.However,the results of the studies are inconsistent.Different people may have different optimum age and critical period because of the different intelligence,social life and environment and the development of emotion, cognize and physiology (Zhao Ziyan & Gao Yinna,2012).So the view of learning a foreign language the soon the better is still lack of sufficient scientific evidence no matter in the theory and practice aspects.References1.Li Ying&Liu Shufan.Is Age The Major Factor in Second Language Acquisition?——An examination of the Critical Period Hypothesis.CELEA Journal (55):35.2.Bruer, J. The Myth of the First Three Years:A New Understanding of Early Brain Development and Life Long Learning[M].New York:Free Press.2000.3.Yang Iianrui.The critical period of Second Language Acquisition and the optimum age[J].Foreign Language Reacher,2004(5):101-106.4.Zhao Ziyan&Gao Yinna.The Differences in the Second Language Acquisition and the Solution of It[J].Journal of Cangzhou Normal University,2012(12):83-85.5.Ni Yuwei&Yu Zhen.Effects of Age on Second Language Acquisition[J].Journal of Qiqihar Junior Teachers’College,2012(5):129-130.6.Sun Nailing&Dong Yizhi.Effect of Emotion on Children’s Second Language Acquisition[J].Journal of Liuzhou V ocational & Technical College,2012(2):74-76.7.Wei Wei.The Differences Between Children and Adults On the Second Language Acquisition and the Enlightenment on Foreign Language Teaching[J].Journal of Luoyang Technology College,2006(12):63-66.8.Huang Huaifei.The Design Procedures of Age Effect in Second Language Acquisition[J].Journal of Quanzhou Normal University,2012(5):100-103.9.Xu Xingxiang.The Second Language Acquisition of Children[J].Journal of Chongqing Normal University,2004,(2):20-24.10.Kou Huiyan.The Second Language Acquisition of Children and Adults[J].The Northern Forum,2002,(5):90-92.。
为什么学第二语言英语作文
Why Learn a Second Language?In today's interconnected world, the ability to speak a second language has become increasingly valuable. From career advancement to cultural understanding, the benefitsof learning a second language are numerous and diverse.This essay explores the myriad reasons why individuals should consider learning a second language, emphasizing its impact on personal growth, employment opportunities, and cross-cultural communication.Firstly, learning a second language enhances cognitive abilities and personal growth. Studies have shown that mastering a new language improves problem-solving skills, memory, and even decision-making. The process of learning vocabulary, grammar, and pronunciation challenges the brain, leading to increased mental flexibility and adaptability. Additionally, the ability to express oneself in another language fosters a sense of accomplishment and confidence.Secondly, a second language can open up new employment opportunities. In a globalized economy, many employersvalue candidates who speak multiple languages. These skills can be a competitive advantage, especially in fields likeinternational business, tourism, and translation. With the ability to communicate with a wider range of people, individuals can expand their professional horizons and increase their chances of landing a dream job.Moreover, learning a second language fosters cross-cultural understanding and communication. Language is the key to unlocking the rich cultural heritage of different communities. By speaking the language of another culture, we can gain a deeper understanding of its values, traditions, and perspectives. This understanding can break down barriers and promote mutual respect, leading to more meaningful and productive interactions with people from diverse backgrounds.Beyond these practical benefits, learning a second language is also an enriching personal experience. It allows us to explore new literary works, films, music, and other forms of art in their original languages. This can lead to a deeper appreciation of different cultures and a broadened perspective on the world.In conclusion, learning a second language is a worthwhile investment in one's future. It offers cognitivebenefits, employment opportunities, cross-cultural understanding, and personal growth. As the world becomes more interconnected, the ability to speak multiple languages will become increasingly valuable. Therefore, it is advisable for individuals to embrace the challenge of learning a second language and reap the numerous benefits it has to offer.**为什么学习第二语言？**在当今这个相互联系日益紧密的世界中，掌握第二语言的能力变得越来越有价值。
The Benefits of Learning a Second Language
The Benefits of Learning a SecondLanguage学习第二语言的好处随着全球化的发展，学习第二语言变得越来越重要。
掌握一门外语不仅可以帮助我们更好地与他人沟通，还能够提供许多其他的好处。
本文将探讨学习第二语言的益处，从认知能力的提升到文化交流的拓展。
1. 提高认知能力学习第二语言可以显著提高认知能力。
研究表明，掌握多种语言可以改善注意力、记忆力和解决问题的能力。
学习第二语言需要我们不断切换思维模式，从而增强大脑的灵活性和适应能力。
此外，学习第二语言还可以改善我们的多任务处理能力，使我们能够更好地应对日常生活中的各种挑战。
2. 拓宽就业机会学习第二语言可以为我们提供更多的就业机会。
在全球化的背景下，许多公司和组织都需要具备跨文化沟通能力的员工。
掌握一门外语可以使我们在求职市场上更具竞争力，增加就业机会。
此外，学习第二语言还可以为我们提供更多的国际交流和合作的机会，为个人和职业发展打下坚实的基础。
3. 深入了解其他文化学习第二语言可以帮助我们更好地了解其他文化。
语言是一种文化的载体，通过学习一门外语，我们可以更深入地了解其他国家和地区的文化背景、价值观和习俗。
这种跨文化的了解有助于我们拓宽视野，增加对不同文化的尊重和理解。
同时，学习第二语言还可以帮助我们更好地欣赏其他文化的艺术、音乐、文学等方面的成就。
4. 增强交际能力学习第二语言可以显著提高我们的交际能力。
掌握一门外语使我们能够与更多的人进行有效的沟通，扩大社交圈子。
通过与母语不同的人交流，我们可以学习到不同的思维方式和表达方式，提高我们的语言表达能力和沟通技巧。
此外，学习第二语言还可以培养我们的耐心和灵活性，使我们更好地应对不同人群和情境下的交流挑战。
5. 增加个人成就感学习第二语言可以给我们带来巨大的个人成就感。
学习一门外语是一项具有挑战性的任务，需要坚持和努力。
当我们逐渐掌握一门外语并能够流利地与他人交流时，会感到极大的满足感和成就感。
考研英语阅读second language
Learn a second language to slow ageing brain's declineFeel too old or too stupid to learn a second language? It may be worth persevering. A study that tracked hundreds of Scottish people for decades is the strongest evidence yet that speaking an extra language slows the mental decline that accompanies ageing. The benefits hold regardless of your IQ and even if you learn your second tongue as an adult.Previous studies have shown that people with Alzheimer's disease who are fluent in two languages exhibit symptoms of the condition four or five years later than people who are monolingual, and that people who are bilingual perform better in some cognitive tests. However, it has been difficult to disentangle the effects of knowing multiple language from other factors. For example, some studies have compared bilingual immigrants and their families with monolingual natives.To resolve the issue, Thomas Bak of the University of Edinburgh, UK, and his colleagues turned to the Lothian Birth Cohort study, which has tracked about 1100 people born in 1936 in and around Edinburgh. All were monolingual English speakers at age 11, when they had taken a battery of cognitive tests.The study wasn't designed to investigate language effects. But 853 of the participants were tracked down when they were in their early 70s. It transpired that almost one-third, or 262, of them had learned to speak at least one additional language and that 65 had learned it after the age of 18.As a result, the study provides a unique research opportunity, says Ellen Bialystok at York University in Toronto, Canada, who was first to discover that being bilingual delays the onset of Alzheimer's. "You have this absolutely homogenous sample of Scottish kids – all monolingual – and you let them go off and have their lives and see what happens," she says.Bak's team gave the participants cognitive tests and compared these with the test scores from when they were 11. Those who had learned an extra language performed better in thecognitive tests in their 70s than would be predicted from their earlier scores, indicating that the extra language itself is beneficial.The strongest effects were on general intelligence and reading. This further suggests that the benefits are down to the extra language, because if they were simply due to greater intelligence, you would expect there to be a boost across all skills. "For the first time we address the chicken and egg question," says Bak. His team found that the benefits to the ageing brain were comparable to physical activity, or not smoking.Bialystok says the cognitive benefits seen in the Scottish study chime with her own work on bilingual people with Alzheimer's disease, suggesting that the same beneficial processes are at work.How could languages protect the brain? A leading theory is that people who speak several languages constantly activate all the available words in each one before choosing the appropriate expression, giving them a mental workout.。
如何在学习第二语言时提高阅读能力英语作文
如何在学习第二语言时提高阅读能力英语作文全文共6篇示例，供读者参考篇1Learning a Second Language is Super Fun!Hi there! My name is Sammy and I'm in 5th grade. I'm learning Spanish as my second language and it's been a really cool experience. At first, it felt kind of hard and confusing. But now that I've been studying for a few years, I've picked up some tricks to help make learning Spanish easier, especially when it comes to reading.Reading in a new language can seem scary at first. You see all these funny looking words that you don't recognize. But reading is actually one of the best ways to improve your language skills. The more you read, the more vocabulary and grammar you pick up naturally. It's like the words just start sticking in your brain!So today I want to share my top tips for becoming a reading superstar in your new language. Get ready to turn into a reading machine!Tip #1: Read Stuff You're Really IntoThe number one most important rule is to read things you find interesting and fun. If you try to read some boring textbook or document you'll just get sleepy. But if you read comics, magazines, websites, or books about your favorite topics, you'll stay way more engaged.I'm obsessed with this Mexican comic book series called Las Aventuras de El Chupacabra. It's about a young boy who turns into a monster-fighting superhero at night. The stories are funny, action-packed, and keep me hooked. Because I love the comics so much, I don't even realize I'm getting awesome Spanish practice.Tip #2: Start Simple, Then Level UpWhen you're first starting out, it's best to begin with easy, simple texts. Things like children's books use super basic vocabulary and grammar. Once you get the hang of that, you can challenge yourself with harder stuff.I started off reading basic picture books and easy reader chapter books in Spanish. My favorites were the Clifford and Curious George series. The pictures provide tons of context clues to help figure out whatthe words mean.As I improved, I moved to longer chapter books like the Diary of a Wimpy Kid series. Then I graduated to youth novels and finally made my way to comic books and manga (Japanese graphic novels). Now I'm reading mythough I still have to look up words here and there!Tip #3: Read Out LoudOne of my favorite tricks is reading out loud. It's kind of magical - actually pronouncing and hearing the words helps cement them in your memory way better than just reading silently.I'll often read my comic books out loud, giving each character a silly voice. It makes it more fun and helps me pay closer attention. Sometimes I'll record myself reading passages and listen back to check my pronunciation.If you have a reading pal, you can take turns reading pages or chapters out loud to each other. It also allows you to pause and discuss parts you don't understand.Tip #4: Watch Shows & Movies (With Subtitles)While books and comics are awesome, don't forget about TV shows, movies, YouTube videos and podcasts in your newlanguage! The combination of visuals, audio, and subtitles provides an excellent learning experience.Right now I'm obsessed with this wildly popular Mexican cartoon series called El Chavo Animado. It's about this funny little kid who gets into mischief around his neighborhood. I've watched every episode like a zillion times.At first I needed English subtitles. Then I switched to Spanish subtitles. Now I'm at the point where I can understand most of it without any subtitles at all! My comprehension has skyrocketed.Movies, TV, YouTube, podcasts... soak it all in! The more exposure to real native speakers using everyday language, the better.Tip #5: Use Learning ToolsThere are so many cool language learning websites, apps, and tools these days. I use a few of them to take my reading practice further.Websites like LingQ let you import books, websites, lyrics, or anything else you want to read. You can click unknown words for definitions and translations. It also tracks your vocabulary progress.Readlang is a super neat web extension that lets you instantly look up word definitions on almost any website. You just hover over the word and it shows you the meaning. Major timesaver!I try to read something every single day, even if it's just for 15-20 minutes. The more reading practice you get, the more those foreign words will start to seem normal and familiar.Tip #6: Have Fun & Stay Motivated!My final piece of advice is to make sure you keep things fun and stay motivated. If reading ever starts feeling like a huge chore, you've got to switch it up.Create a nice, cozy reading space with snacks, drinks, blankets, pillows - whatever makes it more enjoyable. Listen to music while you read. Take breaks when you need them. Read with friends and talk about whatyou're learning.I also make sure to celebrate my little wins along the way. Like the first time I read an entire comic book without using a dictionary. Or the first time I understood a movie without subtitles. Those were awesome milestones!Giving yourself rewards for sticking with it is a great motivation booster. Maybe you treat yourself to a new book ormagazine after finishing a long one. Small victories lead to massive growth over time!That's it! Those are my top tips for becoming an awesome reader in your new language. The bottom line is - the more reading practice you get, the faster your skills will improve. Its's hard work, but super rewarding.Pretty soon, you'll start amazing yourself with how much you can understand. You'll be reading, listening, and speaking like a pro in no time!Don't get discouraged if it feels difficult at first. Every journey starts with a single step. As long as you stay dedicated and make it fun, you'll be reading up a storm before you know it. ¡Buena suerte! Good luck!篇2How to Get Better at Reading in a New LanguageHi there! My name is Emily and I'm 10 years old. A few years ago, my family moved from the United States to France. I didn't know any French when we first got here. It was really hard at first, but now I'm getting pretty good! One of the biggest challengeswas learning how to read in French. I want to share some tips that helped me improve my reading skills in this new language.The first thing I did was read books and materials that were meant for younger kids, like picture books. Even though the content was kind of babyish, the language was simple enough for me to understand. The pictures also gave me clues about what was happening in the story. My parents started me off with books that had both English and French text, which allowed me to refer to the English when I was really stuck on something.Another really helpful thing was reading materials that I was already familiar with, but in French. For example, I got a French translation of some of my favorite books from home, like Harry Potter. Since I already knew the story really well in English, it was easier for me to figure out what was being said in French. The familiarity made it less overwhelming.Sometimes, having a dictionary on hand was useful for quickly looking up words I didn't know. However, I tried not to rely on it too much, because stopping to look up every single unknown word can really disrupt your reading flow and comprehension. My French teacher recommended only looking up words that were repeated frequently or seemed really important to understanding the main idea.Speaking of understanding the main idea, that was something I worked on a lot – not getting hung up on knowing every single word, but rather focusing on the overall meaning and context. My mom taught me strategies like looking for cognates (words that look/sound similar in different languages), making educated guesses based on the words around an unknown word, and focusing on topic sentences and other cues about the key points.As I got better at reading in French, I started reading things that interested me personally, like books about sports, animals, video game guides, and comic books. Having that personal motivation and engagement with the material made it feel much less like a chore. I was learning new words and grammar naturally through the contexts I actually cared about.I also discovered age-appropriate websites, video clips, and other media in French. Those provided reading practice beyond just books. And the videos with subtitles in French were an especially great way to connect the written words to the audio.Reading out loud was another technique that really helped me. Sometimes I'd read aloud to myself, but it was even better when I could read to my parents, teachers, or French friends who could help correct me and give feedback. Hearing the wordspronounced properly and catching mistakes made a big difference.In the earlier stages, my teachers had me read relatively short texts, like poems, news summaries for kids, and simple stories. That allowed me to complete a whole passage in one sitting and solidify my understanding through repetition and follow-up questions. As my skills improved, I could handle longer texts like chapters from novels.It was also motivating when the reading assignments related to topics we were covering in class – for example, reading a short play to prepare for an unit on theatre, or reading about an historical event we were learning about. The background knowledge helped with comprehension.I definitely had to work hard, be patient, and not get too frustrated. Reading in French seemed impossible at first! But through starting small and using strategies to capture the overall meaning, rather than fixating on every word, I've made so much progress. Nowadays, I love getting lost in a good French book or magazine. Reading is not only great French practice, but a fun way to explore new worlds and ideas!Well, those are my thoughts and tips about reading in a second language. Let me know if any of you have other helpfulstrategies to add! I hope this gives you some useful ideas to try. Happy reading!篇3Title: The Awesome Superpower of Reading!Hi friends! Do you know what the most amazing superpower is? It's the ability to read in another language! Being able to read books, comics, websites, and all sorts of fun stuff in a new language is like unlocking a secret door to a magical new world. Pretty cool, right?Learning to read in a second language can seem really hard at first. All those weird letters and strange words can make your brain feel like a twisted pretzel. But don't worry, with some awesome tips and tons of practice, you'll be reading like a superhero in no time!Tip #1: Start with the Easy StuffWhen you're just starting out, it's best to begin with really simple books, comics, or websites meant for little kids. The words will be short and simple, the sentences won't be too crazy, and the stories will be fun! As you get better, you can level up toslightly harder stuff. Reading should be challenging but not impossible.Tip #2: Use Pictures to Be a Reading DetectivePictures are like clues that can help you figure out the meaning of words you don't know yet. If you're reading a comic or a children's book with lots of illustrations, study the pictures closely for hints about what's happening in the story. Is someone smiling? That probably means they're happy. Is there a giant monster? Oh no, danger!Tip #3: Start a Vocabulary Treasure ChestWhenever you come across a new word you don't know, write it down in a special notebook or make flashcards. Look up the meaning and add some fun drawings or examples to help you remember. Before you know it, you'll have a treasured collection of cool new words!Tip #4: Read Out Loud Like a StorytellerReading out loud is an awesome way to practice your pronunciation and get a feel for the rhythm and flow of the new language. You can even use different voices for different characters to make it extra entertaining!Tip #5: Ask for Backup When You're StuckIf you get completely stuck on a word or sentence, don't be afraid to ask a teacher, parent, or language buddy for help. They can explain things in a way that makes sense to you. Remember, there's no shame in asking for backup!Tip #6: Mix It Up to Stay MotivatedReading the same type of book or website over and over can get boring after a while. To keep things fresh and fun, mix it up by reading different genres like comics, fairy tales, jokes, magazines, or websites about your favorite topics.Tip #7: Celebrate Your Reading Victories!Learning to read in a new language is hard work, so it's important to celebrate your accomplishments along the way. Every time you finish a book or reading assignment, throw yourself a little party, eat your favorite snack, or tell your friends and family about your latest reading victory!With patience, practice, and these terrific tips, you'll soon be a reading superhero! You'll be able to dive into new books, explore websites, and discover amazing stories from all over the world. How awesome is that? Pretty much the coolest superpower ever!So what are you waiting for? Grab a book or comic, put on your reading cape, and get ready for some linguistic adventures. The magic of reading in a new language awaits!篇4How to Get Better at Reading in a New LanguageHi friends! Today I want to tell you about some fun ways to get better at reading if you are learning a new language. Maybe you are studying English, Spanish, French or another language. Reading is super important for learning a new language well. It helps you learn new words, grammar and expressions. But reading in a different language can be really hard at first!The number one tip I have is to read things that actually interest you. If you try to read something boring, you'll lose focus and give up fast. But if you read about your favorite video games, sports, animals or whatever you're into, you'll want to keep reading to find out more. Just don't pick things that are too easy or too hard. If it's too easy, you won't learn anything new. But if it's too hard, you'll get frustrated. The goal is to pick stuff that is challenging but not impossible.Another good tip is to read out loud sometimes. This helps you see how the words are supposed to sound. You can practicepronunciations and get a feel for the flow of the language. Maybe you can even record yourself reading and listen to it again later. That's a great way to spot mistakes you're making.When you come across words or phrases you don't know, try your best to figure them out based on context clues instead of stopping to look everything up. Making smart guesses is a valuable skill. But do look some stuff up in a dictionary if you really need to. Getting a translation dictionary that gives you sample sentences is ideal.Another fun thing to try is reading children's books or comics in your new language. The storylines are easy to follow but you still get exposed to plenty of useful vocabulary and grammar. Kids' books often use repetition and wordplay to help language learning too. There are tons of great options out there.It's also really helpful to read things in written form after you've heard the same content spoken out loud first. For example, find the transcript of a TV show, movie, song lyrics, or story that you've already listened to. Having that familiarity makes it so much easier to understand the written version. The words won't be complete strangers anymore.Make sure you have a good dictionary and translation website picked out. Having fast access to definitions,pronunciation guides, and example sentences is key. Some of my favorites are WordReference, linguee and Spanishdict (for Spanish). Don't be afraid to use them liberally as you're reading.Reading out loud with friends who are learning the same language as you is another excellent technique. You can take turns reading passages, correct each other'smistakes, and stop to discuss parts that are confusing. It's way more fun and effective than篇5How to Get Better at Reading in a New LanguageHi there! My name is Emily and I'm 10 years old. I'm learning Spanish as a second language in school. At first, reading in Spanish was really hard for me. The words looked weird and I didn't know how to say most of them. But my teacher gave me some good tips to get better at reading Spanish, and now it's getting a lot easier!The biggest thing that helped me was reading simple books and stories over and over again. When you read the same book multiple times, the words start looking more familiar. Your brain gets used to seeing the words and how they are spelled. It's kind of like when you keep hearing a new song - at first you can't singalong, but after listening to it enough times, you start remembering the words!My favorite books to read in Spanish are ones that I've already read in English. That way, I know what the story is about already. I can use the pictures to help me figure out words I don't know. Books with lots of pictures are great when you're starting out reading in a new language.Another thing I do is read out loud. It helps me hear the word sounds and see the letters at the same time. Sounding out words makes it easier for me to remember how to read and say them. My parents and teacher also listen to me read out loud. When I make a mistake, they gently correct me so I learn the right way.I also use sticky notes to label things in Spanish around my house and classroom. Seeing the Spanish words along with the objects they name helps me learn vocabulary. For example, I put "la puerta" on my bedroom door, "la ventana" on the window, "el libro" on my books, and so on. Having the words everywhere I look makes them easier to remember.When I come across a word I don't know while reading, I try to figure it out using clues from the pictures and story. If I still can't guess, I'll ask my teacher or look it up in a Spanish-Englishdictionary. I write down new words and make flashcards to study them.篇6How to Get Better at Reading in a New LanguageHi there! My name is Jamie and I'm in 5th grade. I've been learning Spanish as my second language since kindergarten. At first, it was really hard to read in Spanish. The words looked funny and I didn't know how to say them. But now I'm getting pretty good at it! I want to share some tips that have helped me become a better reader in Spanish.First of all, you have to practice reading as much as you can. It's kind of like when you were first learning to read in your first language - the more you did it, the better you got. The same thing happens when you're trying to read in a new language. You just have to keep at it!One thing that really helps is reading books that you've already read in your first language. That way, you already know the story and it will be easier to figure out what's going on. My favorite books to read in Spanish are ones I've read a million times in English like Green Eggs and Ham by Dr. Seuss. Thestories are simple but the Spanish versions have taught me a lot of new vocabulary words.Speaking of vocabulary, that's probably the trickiest part about reading in a new language - there are SO many words you don't know yet. My teacher says you don't need to know every single word to understand what you're reading though. She taught us strategies like using context clues from the illustrations and other words in the sentence to try and figure out what new words might mean. She also says we shouldn't get hung up if we can't guess a word and to just keep reading instead of stopping every time.Another really useful thing is reading out loud. At first, I felt kind of silly doing this. But saying the words helps me connect them to how they actually sound. It's how I've gotten better at pronunciations and remembering how words are spelled. My parents take turns having me read Spanish books to them at night before bed. If I have trouble with a word, they help me out.When you find a book you like in your new language, it's awesome to read it again and again. That's something else my teacher says will help - rereading the same books. She says it helps reinforce the words you're learning. One of my favorite book series to reread in Spanish is the Junie B. Jones books byBarbara Park. They're funny and I understand them better each time I read them. My parents sometimes even take little quizzes to make sure I'm comprehending what I read.Of course, it's important to pick books that aren't too hard or too easy for your reading level in the new language. My teacher has a whole system for checking if books are just right for each of us. If a book has too many words I don't know, I'll probably get frustrated. But if it's too easy, I won't learn anything new. The goal is to find that "Goldilocks" level where there are some new words to learn but not too many to make it impossible.Another tip is to read lots of different types of things - not just books. I read Spanish comics, magazines, websites, signs and labels around town. Any little bit of practice helps my brain get used to reading in that language. It's also fun to listen to the Spanish audiobooks from the library while following along in the book. Hearing and seeing the words at the same time is awesome for learning.I know it feels weird and hard at first to read in a new language. You look at those unfamiliar words and letters and think "How will I ever be able to read this?" But I'm here to tell you that it gets easier! Just take it step-by-step and use strategies like reading out loud, using context clues, and picking"just right" books. Most importantly - keep practicing! Before you know it, reading in your new language will start to feel like second nature.So don't get discouraged. I believe in you! Stick with it and you'll be an awesome reader in no time. Reading is the key to learning a new language. Once you've mastered reading, the other skills like writing, listening, and speaking will be a whole lot easier too. Let me know if you have any other questions! I'm always happy to share what I've learned about becoming a reader in Spanish.。
雅思关于英语作为第二语言的大作文
雅思关于英语作为第二语言的大作文全文共3篇示例，供读者参考篇1The Importance of English as a Second LanguageIntroductionEnglish is considered the Lingua Franca of the world today, with over 1.5 billion people speaking it either as their first or second language. As globalization continues to expand, the importance of English as a second language becomes even more evident. In this essay, we will explore why learning English as a second language is crucial in today's society.Employment OpportunitiesOne of the main reasons why English is so important as a second language is because it opens up a world of employment opportunities. Many international companies require their employees to speak English, as it is often the language used for business communication and negotiations. By learning English as a second language, individuals can significantly increase their chances of securing a job with a multinational company and advancing in their careers.Access to Information and ResourcesEnglish is the language of the internet, with a vast majority of online content being available in English. By learning English as a second language, individuals can access a wealth of information and resources online that would otherwise be unavailable to them. From educational materials to news articles to entertainment, the ability to understand English opens doors to a whole new world of knowledge and entertainment.Communication and ConnectionEnglish is also the language of diplomacy and international relations, making it essential for individuals who wish to communicate and connect with people from around the world. By speaking English, individuals can easily converse with people from different countries and cultures, fostering understanding and cooperation on a global scale. English also allows individuals to travel to English-speaking countries and navigate their way through unfamiliar environments with ease.Cultural Understanding and AppreciationLearning English as a second language also provides individuals with the opportunity to immerse themselves in English literature, music, film, and art. By understanding English,individuals can explore and appreciate the rich cultural heritage of English-speaking countries, gaining a deeper understanding of different perspectives and worldviews. This cultural exchange can foster empathy and tolerance, helping to break down barriers and build bridges between people of different backgrounds.Challenges and SolutionsOf course, learning English as a second language comes with its own set of challenges. Many people struggle with pronunciation, grammar, and vocabulary, making it difficult to communicate effectively in English. However, there are many resources available to help learners overcome these challenges, such as language classes, online tutorials, and language exchange programs. With dedication and perseverance, anyone can become proficient in English and reap the benefits of being bilingual.ConclusionIn conclusion, the importance of English as a second language cannot be overstated in today's globalized world. By learning English, individuals can improve their employment prospects, access a wealth of information and resources, communicate and connect with people from different cultures,and appreciate the rich cultural heritage of English-speaking countries. While learning English may pose challenges, the rewards far outweigh the difficulties, making it a worthwhile investment for anyone seeking to thrive in an increasingly interconnected world.篇2The Importance of English as a Second Language in the Global ContextIntroductionEnglish has become the most widely spoken language in the world due to its historical and cultural significance. As a result, it plays a crucial role in business, education, and international communication. For non-native speakers, learning English as a second language has become essential to succeed in the global context.The Role of English in International CommunicationEnglish is the lingua franca of the modern world, being used in international organizations, conferences, and diplomacy. As a result, proficiency in English opens up opportunities for people to connect with others from different cultures and backgrounds. In a globalized world, the ability to communicate effectively inEnglish is a valuable skill that can help individuals build relationships and foster cooperation.The Importance of English in EducationEnglish is the language of instruction in many academic institutions around the world. As a result, students who are proficient in English have access to a wider range of educational opportunities. They can study in prestigious universities, participate in exchange programs, and pursue careers in multinational companies. Moreover, English is the language of scientific research and technological innovation, making it essential for students in the fields of science, engineering, and medicine.The Role of English in BusinessEnglish is the language of international trade and commerce, being used in negotiations, contracts, and business transactions. As a result, professionals who can speak English have a competitive advantage in the global marketplace. They can collaborate with colleagues from different countries, engage with clients from diverse backgrounds, and expand their business networks. Additionally, English fluency is a prerequisite for many high-paying jobs in multinational corporations and global companies.Challenges and Opportunities for English LearnersLearning English as a second language can be challenging due to its complex grammar, vocabulary, and pronunciation. However, there are also many opportunities for English learners to improve their language skills. They can take English courses, attend language schools, participate in language exchange programs, and practice speaking with native speakers. In addition, the internet has made it easier for people to access English language resources, such as online courses, language apps, and language learning websites.ConclusionIn conclusion, English is a powerful tool for individuals to connect with others, advance their education, and succeed in the global economy. As the world becomes more interconnected, the ability to communicate in English is becoming increasingly important. For non-native speakers, learning English as a second language opens up a world of opportunities and possibilities. Therefore, it is imperative for individuals to invest time and effort in improving their English language skills. By mastering English, they can expand their horizons, broaden their perspectives, and achieve their goals in the global context.篇3IELTS Essay: English as a Second LanguageEnglish is considered as the universal language, spoken and understood by people all over the world. As the language of international communication, English has become increasingly important in various aspects of life including education, business, and technology. Therefore, it is not surprising that many people around the world are learning English as a second language. In this essay, we will explore the benefits and challenges of learning English as a second language and discuss how the IELTS exam evaluates proficiency in English.One of the main benefits of learning English as a second language is the opportunity it provides for social and professional advancement. English is the language of business, politics, and diplomacy, and being proficient in English can open up a world of opportunities for individuals seeking to work or study abroad. In addition, English is the language of the internet, and being able to communicate effectively in English can help individuals access a wealth of information and resources online.However, learning English as a second language can also be challenging. English is known for its complex grammar andspelling rules, as well as its wide range of vocabulary and idiomatic expressions. For non-native speakers, mastering these aspects of the language can be daunting and require years of study and practice. In addition, the pronunciation of English can be difficult for some learners, especially those whose first languages have different sound systems.The IELTS exam is designed to evaluate proficiency in English and assess the language skills of non-native speakers. The exam consists of four components: listening, reading, writing, and speaking. Each component tests different aspects of English language proficiency, such as comprehension, vocabulary, grammar, and pronunciation. The IELTS exam is widely recognized by universities, employers, and governments around the world as a reliable measure of English language proficiency.In conclusion, learning English as a second language can be both rewarding and challenging. While English proficiency opens up opportunities for social and professional advancement, mastering the language requires dedication, effort, and practice. The IELTS exam plays a crucial role in evaluating English language proficiency and helping individuals achieve their goals of studying or working in an English-speaking environment. With determination and perseverance, anyone can achieve fluency inEnglish and reap the benefits of being able to communicate effectively in the global language.。
学会第二种语言的好处作文开头
学会第二种语言的好处作文开头英文回答：Learning a second language has numerous benefits that can greatly enrich one's life. First of all, it opens up a whole new world of opportunities for communication and connection with people from different cultures. Being able to speak a second language allows me to break down language barriers and connect with a wider range of people, both in my personal and professional life. For example, when I traveled to China, my ability to speak Mandarin not only helped me to navigate through the country more easily, but also allowed me to connect with the locals on a deeper level, gaining insights into their culture and way of life.Secondly, learning a second language can also enhance cognitive abilities and improve brain function. Research has shown that bilingual individuals tend to have better problem-solving skills, multitasking abilities, and overall cognitive flexibility. Personally, I have noticed that mymemory and attention span have improved since I started learning Spanish. I am able to switch between languages more effortlessly and think more creatively when faced with challenges.Furthermore, being proficient in a second language can also provide a competitive edge in the job market. Intoday's globalized world, many employers value candidates who are bilingual or multilingual, as it demonstrates adaptability, cultural awareness, and the ability to communicate effectively with a diverse range of people. For instance, a friend of mine was able to secure a job at an international company because of her fluency in French, which gave her an advantage over other candidates.In addition, learning a second language can also lead to a deeper understanding and appreciation of different cultures. By immersing myself in the language and customs of another culture, I am able to gain a more nuanced perspective on the world and develop a greater sense of empathy and understanding towards people from diverse backgrounds. For example, through learning Japanese, I havegained a deeper appreciation for the rich traditions and customs of Japan, and have developed a stronger connectionto the country and its people.Finally, being able to speak a second language can also provide a sense of personal fulfillment and accomplishment. The process of learning a new language can be challenging, but the sense of pride and achievement that comes with mastering it is truly rewarding. It gives me a sense of confidence and satisfaction, knowing that I have expandedmy horizons and acquired a valuable skill that will benefit me for a lifetime.中文回答：学习第二种语言有许多好处，可以极大地丰富一个人的生活。
雅思关于英语作为第二语言的大作文
雅思关于英语作为第二语言的大作文全文共3篇示例，供读者参考篇1The Importance of English as a Second LanguageIn today's globalized world, English has become the lingua franca of communication across cultures and borders. As a result, the ability to speak and understand English as a second language has become increasingly important for individuals seeking to succeed in both their personal and professional lives. In this essay, we will explore the significance of English as a second language and the benefits it can bring to individuals and societies.First and foremost, learning English as a second language opens up a world of opportunities for individuals. With English being the most widely spoken language in the world, knowing how to communicate in English can greatly enhance one's ability to travel, work, and study abroad. Furthermore, English proficiency is often a requirement for admission to top universities and job opportunities in many industries, such as business, technology, and academia.Moreover, being able to speak English as a second language can also lead to greater cultural understanding and collaboration. By learning English, individuals can engage with people from different backgrounds and perspectives, fostering greater empathy and cooperation across cultures. This can help to break down barriers and build bridges between people, leading to a more peaceful and harmonious world.In addition, English is the language of the internet and the media, giving those who are proficient in English access to a wealth of information and resources that can enrich their lives. Whether it's reading the latest news, watching educational videos, or connecting with people on social media, knowing English can give individuals a competitive edge in today's digital age.Despite these benefits, learning English as a second language can be challenging for many individuals. It requires dedication, time, and effort to develop proficiency in a language that is foreign to one's own. However, with the right resources, support, and motivation, anyone can overcome these challenges and reap the rewards of being able to communicate in English.In conclusion, English as a second language is more than just a means of communication – it is a gateway to new opportunities,experiences, and connections. By investing in learning English, individuals can broaden their horizons, enhance their skills, and contribute to a more interconnected and inclusive world. So, whether you are a student, a professional, or someone looking to enrich your life, learning English as a second language can open doors you never knew existed.篇2The Importance of English as a Second Language in the Globalized WorldIn today's increasingly interconnected and globalized world, the ability to communicate effectively in English has become more important than ever before. English is not only the most widely spoken language in the world, but it is also the language of business, science, technology, and diplomacy. Therefore, it is crucial for individuals to learn English as a second language in order to succeed in the modern world.One of the main reasons why English is so important as a second language is because it is the lingua franca of international communication. In many countries around the world, English is used as a common language to facilitate communication between people from different linguisticbackgrounds. For example, English is often used in international business meetings, conferences, and negotiations because it allows people from different countries to understand each other and work together effectively.Furthermore, English is also the language of the internet and digital technology. In today's digital age, the ability to communicate online is essential for both personal and professional success. Many of the world's most popular websites and social media platforms are in English, and being able to read and write in English opens up a world of knowledge and opportunities for individuals.Additionally, learning English as a second language can also greatly enhance an individual's career prospects. In many industries, employers value candidates who are fluent in English because it demonstrates that they have strong communication skills and can work effectively in multicultural environments. Furthermore, many multinational companies require employees to be proficient in English in order to be considered for international assignments or promotions.In conclusion, English plays a crucial role as a second language in the globalized world. By learning English, individuals can open up new opportunities for themselves, bothprofessionally and personally. Therefore, it is essential for people to invest the time and effort to improve their English language skills in order to succeed in the modern world.篇3English as a Second Language (ESL) has become a vital part of the education system in many countries around the world. The importance of learning English as a second language is increasing due to globalization, the dominance of English in international communication, education, and business, and the desire of individuals to improve their career prospects. In this essay, I will discuss the advantages and challenges of learning English as a second language and provide some strategies to improve ESL learning outcomes.Firstly, one of the main advantages of learning English as a second language is the increased opportunities it provides in terms of education and employment. English is the lingua franca of the world, spoken by over 1.5 billion people globally. In today's globalized world, proficiency in English is essential for individuals to communicate effectively in international settings, pursue higher education abroad, and access job opportunities in multinational companies.Furthermore, learning English as a second language can enhance cognitive abilities and critical thinking skills. Studies have shown that bilingual individuals have betterproblem-solving skills, improved multitasking abilities, and enhanced creativity. By learning a second language such as English, individuals can become more culturally aware and develop a deeper understanding of different perspectives and worldviews.However, there are also challenges associated with learning English as a second language. One of the main challenges is the difficulty of mastering English grammar, vocabulary, and pronunciation, especially for non-native speakers. English has many irregularities, exceptions, and rules that can be confusing for learners. Additionally, the lack of exposure to English in everyday life can hinder language acquisition, making it difficult for individuals to practice and improve their English proficiency.To overcome these challenges, there are several strategies that can be employed to improve ESL learning outcomes. Firstly, it is essential for learners to immerse themselves in the English language by listening to English radio stations, watching English movies and TV shows, reading English books and newspapers, and interacting with native English speakers. This can helpindividuals improve their listening, speaking, reading, and writing skills and build their confidence in using English inreal-life situations.Secondly, learners should make use of language learning resources such as online courses, language exchange programs, and English language apps to practice and enhance their English skills. These resources can provide learners with interactive exercises, grammar explanations, vocabulary lists, and speaking practice opportunities to help them achieve their language learning goals.In conclusion, learning English as a second language has numerous advantages in terms of education, employment, cognitive development, and cultural awareness. While there are challenges associated with learning English, such as mastering grammar and vocabulary, with dedication, practice, and use of language learning resources, individuals can overcome these challenges and improve their English proficiency. By investing in ESL education and adopting effective language learning strategies, individuals can enhance their communication skills, expand their career opportunities, and become more culturally competent global citizens.。
雅思关于英语作为第二语言的大作文
雅思关于英语作为第二语言的大作文In today's globalized world, the importance of English as a second language cannot be overstated. The International English Language Testing System (IELTS) is a standardized test that measures English proficiency for non-native English speakers. It is widely recognized and accepted by academic institutions and employers around the world. In this essay, we will explore the significance of English as a second language and the impact of the IELTS exam in assessing language proficiency.Firstly, learning English as a second language opens up a world of opportunities for individuals. English is the lingua franca of the business world, making it essential for international communication and collaboration. Proficiency in English can enhance career prospects, facilitate travel and cultural exchange, and provide access to a wealth of knowledge and information in various fields such as science, technology, and the arts. By mastering English, individuals can broaden their horizons and connect with people from diverse backgrounds.The IELTS exam plays a crucial role in evaluating language skills and ensuring that non-native English speakers are equipped to succeed in academic and professional settings. The test assesses four key language skills: listening, reading, writing,and speaking. By measuring proficiency in these areas, the IELTS exam helps institutions and employers gauge an individual's ability to communicate effectively in English.Furthermore, the IELTS exam fosters standardized testing practices and promotes fair and objective evaluation of language proficiency. The exam is designed to be rigorous and comprehensive, ensuring that test takers are challenged and held to high standards. By setting a benchmark for English proficiency, the IELTS exam helps to maintain quality and consistency in language assessment.In conclusion, English as a second language is a valuable asset that can enhance opportunities for individuals in today's globalized world. The IELTS exam plays a crucial role in assessing language proficiency and ensuring that non-native English speakers are well-prepared for academic and professional success. By mastering English and passing the IELTS exam, individuals can unlock a world of possibilities and make meaningful contributions to the global community.。
The Study of Second Language Acquisition
The Study of Second Language AcquisitionAssignments presented by 黄鹂Student Number: T2011042Part I Terms ExplanationsSLASLA is the abbreviation for Second Language Acquisition. SLA research has been primarily concerned with studying the second language which is generally used to refer to any language other than the first language foreign language. In the case of second language acquisition, the language plays an institutional and social role in community. (i.e. it functions as a recognized means of communication among members who speak some other language as their mother tongue.) The main goal of SLA research is to characterize learners’ underlying knowledge of second language, i.e. to describe and explain their competence, which consists of the mental presentations of linguistic rules constituting the speaker-hearer’s internal grammar. SLA researchers have used different kinds of performance, which consists of the use of grammar in the comprehension and production of language, to try to investigate competence.L1 /L2/FLL1 refers to learners’ mother tongue. L1 acquisition shows that children didn’t seem to learn their mother tongue as a set of “habits” but rather seem to construct mental “rule”, which often bore no resemblance to those manifest in their caretakers’ speech. L2: “2” is generally used to refer to any language other than the first language. L2refers to the study of second language.FL refers to foreign language learned in settings where the language plays no major role in the community and primarily learnt only in the classroom.U.G.One of the claims of L2 theorists working within a generative grammar framework is that any theory of L2 acquisition that is not based on an adequate theory of language will prove inadequate. The argument is that the Theory of Universal Grammar, as proposed by Chomsky, constitutes the best theory of grammar currently available, because it achieves both descriptive and explanatory adequacy. It follows that L2 acquisition research should be informed by this theory. Chomsky defines UG as “the system of principle, conditions and rules that are elements or properties of all human languages,” it compromises a set of linguistic universals. Subsequently, Chomsky characterizes these universals as consisting of principles and parameters. FossilizationSelinker (1972) noted that most L2 learners fail to reach target-language competence. That is, they stop learning while their internalized rule system contains rules different from those of target system. This is referred t o as “fossilization”. It reflects the operation of various internal processes.Language transferOdlin（1989）give this “working definition” of “transfer”. Transfer is the influence resulting from similarities and differences between the target language and any other language that has been previously (and perhaps imperfectly) acquired.L1 transfer occurs whe n the “influence” results from the readers’ mother tongue. Two common types of transfer are commonly identified: borrowing transfer (where L2 influences the L1) and substratum transfer (where L1 influences L2).Inter-languageSelinker (1972) coined the ter m “interlanguage” to refer to the systematic knowledge of an L2 which is independent of both these learner s’L1 and the target language. The term has come to be used with different but related meanings: (1) to refer to the series of interlocking systems which characterize acquisition. (2) to refer to the system that is observed at a single stage of development. (“interlanguage”), and (3) to refer to particular L1/L2 combination (for example,L1 French/ L2 English v. L1 Japanese/L2 English). Other terms that refer to the same basic idea are “approximative system” and “transitional competence”.i + 1The Input Hypothesis was advance by Krashen to explain how “acquisition” takes place. It states that “we acquire something only when we understand language that co ntains structure that is “a little beyond where we are now”. Elsewhere Krashen has referred to the idea of input that is “a little beyond” as “i+1”. This theory makes the following claims:1)Learners’ progress along the natural order by understanding input t hat containsstructures a little bit beyond their current level of competence.2)Although comprehensible input is necessary for acquisition to take place, it is notsufficient, as learners also need to be affectively disposed to “let in” the input theycomprehend.3)Input becomes comprehensible as a result of simplification and with the help ofcontextual and extralinguistic clues; “fine-tuning” is not necessary.Input, output, interactionInput refers to language that learners are exposed to. Input that can be understood by a learner has been referred as “comprehensible input”. Input can be made comprehensible in various ways: through simplification, with the help of context, or by negotiating non-and mis-understanding.Some researchers consider comprehensible input a necessary condition for L2 acquisition.Output is language produced by the learner. It can be comprehensible or incomprehensible to an interlocutor. Swain (1985) has proposed that when learners have to make efforts to ensure that their output is comprehensible, acquisition may be fostered.Interaction: According to cognitive interactionist theories, acquisition is seen as a product of the complex interaction of the linguistic environment and the learners’ internal mechanisms, with neither viewed as primary. Cognitive interactionist models of L2 acquisition have been drawn from contemporary cognitive psychology. Input does have a determining function in language acquisition, but only within the constraints imposed by the learner’s internal mechani sm. Second type of interactionist theory is more social in orientation. The principle that informs these theories is that verbal interaction is of crucial importance for language learning. Social interaction is the primary mechanism of mental reorganization.Individual variationThere is a veritable plethora of individual learner variables which researchers have identified as influencing learning outcome. It is true that learners vary enormously in both they way they set about learning an L2 and also in what they actually succeed in learning. Three set of interrelating variables are identified. Learners have been shown to have beliefs about language learning. The first set consists of three types of individual differences. It is shown that learners have strong, pre-conceived ideas about issues as importance of language aptitude, the nature of language learning, and the strategies that are likely to work best. Second, learners have shown to be strongly influenced by their affective states. Third, there are various general factors. These constitute major areas of influence on learning and can be ranged along a continuum according to how mutable they are.The second set of variables consists of the different strategies a leaner employs to learn L2.The third set concerns language learning outcomes. These can be considered in terms of overall L2 proficiency, achievement with regard to L2 performance on a particular task, and rate of acquisition. Learning outcomes produce the products of the acquisitional process.Affective factorsThe learner’s affective state is influenced by a number of factors, for example, anxiety, and a desire to compete, whether learners feel they are progressing or not. It is hypothesized that it can influence the rate of L2 acquisition and the ultimate levelof achievement. For example, anxiety is an important affective factor in L2 acquisition. A distinction can be made between trait anxiety, state anxiety, and situation-specific anxiety.Affective Factors in Foreign Language TeachingTeaching is not only a cognitive process but also an affective practice. Teaching is influenced by a variety of cognitive and affective factors. It we only attach importance to cognitive practice rather than affective process, the outcomes of teaching will be less satisfactory.In 1977, Dulay & Burt originally put forward “Affective Filter Hypothesis”. Then a well-known American linguist Krashen drew up an intact L2 acquisition mode including Affective Filter Hypothesis that learners’affective factors can hinder or accelerate language acquisition. Affective factors can be classified into two categories: individual elements including learners’ motivation, language anxiety, attitudes, self-confidence, self-image; affective factors among learners and learners-teachers elements consisting of empathy, class communication as well as cross-cultural awareness.I am enlightened by this theory. I will redirect my foreign language teaching strategies and motivation in order to perfect my teaching effect.Firstly, the students’ motivation should be given the priority, because the motivation can maintain the passion and devotion of learners. Thus the goal of learning can be attained successfully, and there will be great variations in initiatives with difference in motivations. In this way, teachers ought to keep close eye on the students’ motivations, give effective assistant and foster learners’ cross-cultural awareness. For example, to trigger motivations, a wider range of interesting stories about celebrities all over the world can be shared withstudents in class. On the other hand, different forms of practices should be organized. For example, students can engage in English Corner, listening to English Broadcasting, learning English songs as well. The more far-reaching the goal is, the more persistent the passion of learning will be.Furthermore, students’ confidence is crucial to language acquisition. Cultivation of confidence needs the help of teachers and effort by students themselves. Therefore, during teaching process, individual variants should be taken into account and potential of students will be expended fully so as to lift their confidence. For instance, teachers should give more opportunities to students who brave enough to challenge the teachers’ questions, while explore and show to other students the merits of those students lacking confidence and afraid of making mistakes. In addition, those mistakes like spelling, pronunciation, etc. should be forgiven by teachers. It is beneficial for reduction of psychological stress and raising confidence. On the other hand, the teachers’ comments on students’ performance in class, teaching strategies will make great differences to the students’ confidence and self-images.Finally, teachers should reduce the language anxiety to enhance efficiency of learning. Too much anxiety in class will lead to students’ poor performance and exhaust their energy, which has great impact on efficiency of learning. As the organizers of class activities, teachers should pay much attention to the control on students’ affective factors, particularly strategies to various anxieties. Typical expression of anxiety is communication anxiety. Students suffering from anxietyare much too introverted, speechless and anxious. Some specific measures can be taken: firstly, teachers ought to focus on the psychological health of students and pay more attention to their daily life. Secondly, it is significant for teachers to set up harmonious relationship between students and teachers in order to ease students’ anxiety. Thirdly, teachers should play model roles to students, apart from imparting knowledge. Finally, the teaching strategies will be improved scientifically.From aforementioned strategies, we can learn a lot to improve our teaching quality and effects, making an excellent atmosphere for both teaching and learning.Bibliography:1.R od Ellis, The Study of Second Language Acquisition, 上海外语教育出版社，20092.李华芳，第二语言习得中的情感因素与外语教学，湘潮, 第277期3.吴琼，教师课堂教学语言之于第二语言习得，武夷学院学报，2009年12月。
国外对第二语言(英语)阅读研究的当代发展
国外第二语言（英语）阅读研究的当代发展汕头大学基础部外语室苏宁近年来，欧美对语言理论的研究取得了巨大的发展。
这些发展在许多方面又促进了英语教学的研究。
随着心理语言学、应用语言学和话语语言学的研究发展，人们对阅读教学理论进行了深入地探讨。
英语阅读教学已不再停留在辨认词义、分析语法结构和意释难句的阶段，正走向语法词汇、语言技能和背景知识相结合的道路。
本文以“Current Developments in Second Language Reading Research”（Grabe，1991）为蓝本，综合译述当代国外L2英语阅读的研究，旨在为阅读教材的编写和阅读教学的研究提供一些有益的佐证。
1. 主要阅读理论及观点1.1 Goodman（1967）提出了“心理语言阅读模式”（psycholinguistic model of reading），称为“自上而下模式”（top-down）。
该模式以概念理论为基础，提出在阅读时，读者无须精确地辨认和理解文中每个词或每个词序，而是利用语言中的冗余现象有选择地捕捉最重要的语言线索。
他把阅读过程描述为识别、启动、证实、修正和终结五个步骤。
Coady（1979）更具体地解释了“心理语言阅读模式”对L2学生的适应性，认为阅读过程形成的概念需要三个成分：过程策略、背景知识和概念能力。
1.2 Rumelhart（1977）提出了“相互作用阅读理论”（interactive reading approaches）。
他认为文字意义与语境并非是被动的符号在文章中等待解码，而是通过读者与文章的相互作用所产生或再创造出来的。
Barnett（1989）进一步认为相互作用阅读理论具有两种概念：1）指读者和文章之间所发生的总体相互关系，即读者根据一部分文中的知识和一部分自己原有的知识重新组织文章的信息。
2）指潜在的、同步运作在多种组成技能之间的相互关系。
这些辨认技能之间的相互关系能够导致流利的阅读理解。
OnAttitudeandMotivationinSecondLanguageLearning论第二
Part Five 实际应用中的策略和建
议
教师如何引导学生的态度和动机
了解学生的学 习需求和兴趣， 针对性地激发 他们的学习动
机。
创造积极的学 习氛围，鼓励 学生积极参与 课堂活动，提 高他们的学习
自信心。
引导学生树立正 确的学习观念， 让他们意识到语 言学习的重要性， 培养他们的自主
学习能力。
学习者的动机并不是一成不变的，可能会随着学习进程和环境的变化而发生变化。因此，学习者需 要不断地审视和调整自己的动机，以保持持续的学习动力。
教师可以通过了解学习者的动机，为他们提供更加有针对性的指导和支持，帮助学习者更好地实现 学习目标。
如何激发学习第二语言的动机
设定明确的学习目标 创造良好的语言环境 培养对第二语言的兴趣和热情 持续的激励和反馈
论第二语言学习 的态度及动机
/单击此处添加副标题内容/
汇报
添加目录标题
Part Two.
学习态度的重要 性
Part Three.
动机在第二语言 学习中的作用
Part Four.
态度与动机的相 互关系
Part Five.
实际应用中的策 略和建议
Part One
添加章节标题
家庭环境：家庭氛围、父母的教育方式和期望对学习态度和动机产生影响。
社会环境：社会文化背景、教育政策、社区资源等对学习态度和动机产生影响。
策略建议：家长应积极关注孩子的学习需求，提供支持和鼓励；学校应创造良好的学习环境和氛围，提高 教学质量；政府应制定有利于第二语言学习的政策，增加资源投入。
实际应用：在家庭中，家长可以与孩子一起学习，培养学习兴趣；在学校中，教师可以采用多种教学方法， 激发学生的学习动力；在社会中，可以举办各种语言活动，提高学习氛围。
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第九次研讀會通知
1.演講主題：中介語、翻譯與語言教學
演講者：曾金金
2.研讀主題：Effect of the Second Language on the First
研讀書目：Effect of the Second Language on the First
主讀者：蔡美智教授
謝雅莉
國立中山大學外文所碩士班
蔡伊婷
國立中山大學外文所碩士班
林志傑
國立中山大學外文所碩士班
許秀玲
高雄師範大學英語系博士班
呂秀玫
高雄師範大學英語系博士班
林玲英
高雄所碩士班
徐雅雯
高雄師範大學華語文教學研究所碩士班
張慈芳
University of Ottawa博士班
研讀會時間：94年11月25日（五）下午1:00~5:00
研讀會地點：中山大學文學院706教室
聯絡人：謝雅莉同學
電話：(07) 5252000 ext. 3159
email:yalipacific@
與會成員
一、教師成員
姓名
職稱
徐淑瑛
國立中山大學外文系副教授
林玉惠
國立中山大學外文系副教授
蔡美智
國立中山大學中文系助理教授
楊泰雄
國立中山大學外文系副教授
鍾榮富
國立高雄師範大學英語系教授
國立高雄師範大學台灣語言研究所所長
忻愛莉
國立高雄師範大學英語系副教授
蘇復興
國立嘉義大學外語系教授
簡華麗
國立成功大學外語系助理教授
盧慧娟
國立成功大學外文系教授
張蘭心
國立高雄應用科技大學應外系副教授
二、學生成員：
姓名
學校
侯怡君
國立中山大學外文所碩士班
陳香伶
國立中山大學外文所碩士班
何博欽
國立中山大學外文所碩士班
陳美合
國立中山大學外文所碩士班
邵雅琪
國立中山大學外文所碩士班
陳妙慈
國立中山大學外文所碩士班
李家慧
國立中山大學外文所碩士班
廖吟倫
國立中山大學外文所碩士班
康郁敏
國立中山大學外文所碩士班
謝寶玉
國立中山大學外文所碩士班
蔡玲玲
高雄師範大學英語系博士班
遠東技術學院講師