二语习得作业
聊大《第二语言习得》复习题及参考答案
《第二语言习得》练习题一、术语解释1、语内语言错误2、语言能力3、情感策略二、简答题1、中介语产生的主要来源？2、语言错误分析的主要作用？3、语言错误产生的主要原因？··················密···················封·····················线··················三、论述题：试析学习者个体差异对语言习得的影响。
《第二语言习得》练习题答案一、术语解释1、语内语言错误语内语言错误，指的是由于学习者对目的语规则理解不对或学习不全面而引起的错误，不同母语背景的学生在学习同一外语时会犯相似的错误。
2、语言能力Chomsky认为语言能力是指人们所具有的语言知识，是一种内化了的包括语音、词汇、语法等的语言规则体系。
3、情感策略指学习者在英语学习过程中控制和调整自己心情、态度、动机等的方法与能力。
二、简答题1、中介语产生的主要来源？Selinker 认为中介语产生的来源有五种：语言迁移、对第二语言的过度概括化、语言训练的迁移、学习第二语言的策略和交际的策略。
二语习得 文献综述 作业样本
英师11101班201100495姓名：关于年龄因素与二语习得研究的文献综述姓名：摘要：年龄问题是二语习得研究领域一个热点话题，其研究主要集中在探讨语言学习有无一个敏感期（sensitive period）或临界期（critical period，有人译做关键期）的问题上。
通过对近20年来一些具有代表性的论文的分析，大概可将这些研究分为两类，一是翻译和评介外国理论，二是探讨年龄差异与外语教学。
关键词：年龄因素，二语习得，文献，综述。
第二语言习得（Second Language Acquisition）是一个相对比较年轻的一个领域。
但是，在过去的四、五十年间该领域的各项研究已有了一个长足的发展与进步。
年龄问题是二语习得研究领域一个热点话题，其研究主要集中在探讨语言学习有无一个敏感期（sensitive period）或临界期（critical period，有人译做关键期）的问题上。
（王初明，2001）我国学者除了翻译介绍国外理论以外，还主要探讨了所谓临界期或关键期对于外语教学的启示等问题，这方面已有大量文章问世。
下面，笔者将对近20年来关于二语习得年龄问题的论文作一综述，疏漏不当之处，敬请指教。
一、翻译、评介国外理论的论著国外有关二语习得年龄研究的理论成果大多围绕着所谓的关键假说（Critical Period Hypothesis，或译临界期假说）展开的。
这一理论最初的构想来自Lennenberg（1967），后来围绕此理论形成支持派和反对派。
我国学者对国外理论的引进主要集中在对支持派和反对派观点的介绍和评述上。
戴曼纯介绍了C .Snow和M. Hoefnagel-hohle（1978）有关关键期假说的相关试验及研究，以及一些学者有关“敏感期”假设的实验研究（戴曼纯，1994）。
王初明就国外语言习得临界期的研究所取得的成果进行了大致介绍（王初明，2001）。
王立非和李瑛就美国二语习得专家David Birdsong在1999年出版的《第二语言习得与关键期假设》（Second Language Acquisition and the Critical Period Hypothesis）一书作了评介（王立非、李瑛，2002）。
二语习得作业
Improvement of Second Language Acquisition comes from supplying communicative and comprehensible input.The input hypothesis:It states simply that we acquire (not learn) language by understanding input that is a little beyond our current level of (acquired) competenceInput is used to refer to the language that is addressed to the L2 learner either by a native speaker or by another L2 learner. what learners hear and read. Methods:The methods for investigating input and interaction is that colecting data to study learner language .These data consisted of transcriptions of the interactions in which the learners took part, involving both detailed linguistic analyses and discourse and conversational analysis.Three different views about input: The Behaviourist view that input is the primary mechanism in language acquisition.Without input, learning cannot occur. The nativist view that learners have internal systems that construct language in a particular order, regardless of the input. The nativist view minimizes the role of the input and explains language development primarily in terms of the learner’s internal processing mechanisms. The interactionist treats acquisition of language as the result of and interaction between the learner’s mental abilities and the linguistic environment. The learner’s processing mechanisms both determine and are determined by the nature of the input.The behaviourist view emphasizes the importance of the linguistic environment, which is treated in terms of stimuli and feedback. The nativist view minimizes therole of the input and explains language development primarily in terms of the learner’s internal processing mechanisms. The interactionist view sees language development as the result both of input factors and of innate mechanisms. Language acquisition derives from the efforts of the learner and his interlocutors and involves a dynamic interplay between external and internal factors.Input and interaction in natural settingsCaretaker talkWhen caretakers speak to young children who are in the process of acquiring their L1, they typically adjust their speech in a number of ways. The register that results has been referred to variously as ‘baby-talk’, ‘motherese’, ‘caretaker talk’, and ‘child-directed language’Motherese concentrates on the “here and now”rather than on the abstract and remote.The features of caretaker talkIt is more ungrammatical than speech addressed to adults;It is simpler;It is more redundant.Foreigner talkIn natural settings, input has been considered in terms of foreigner talk. When native speakers address learners, they adjust their normal speech in order to facilitate understanding. These adjustments, which involve both language form and language function, constitute ‘foreigner talk’. The modified speech used by native speakers when talking to L2 learners. It was first studied by CharlesFerguson in 1975. It can promote communication. Gass and Varonis (1994) have found that native speaker modifications are more frequent in two-way communication because conversation provides the native speaker with feedback from the learner and thus enables him to estimate the amount of adjustment required. It can signal speakers' attitude towards their interlocutors. It can teach the target language implicitly.Input and interaction in classroom settingsTeacher talkAs the main source of input in classroom setting, teacher talk is the speech produced by the teacher in the classroom in order to pass on knowledge or to organize the class or for some interpersonal purposes. Teacher talk parallels that of foreign talk.Teacher talk refers to the language of teaching tasks as prescribed in textbooks and the language the teacher uses to perform such teaching tasks as paragraphing words or sentences or illustrating grammar rules.In general, the research confirms the finding for L1 classroom --- namely, that the teacher takes up about two-thirds of the total time. There is considerable evidence of variability among teachers and programs, but the general picture is again one of teacher dominance in that teachers are likely to explain, question and command and learners to respond. Teachers, like native speakers in general, slow down their rate of speech when talking to learners in comparison to other native speakers and also do so to a greater extent with less proficient learners. However,there is considerable variability among teachers. Teachers are likely to make use of longer pauses when talking to learners than to other native speakers. There have been few studies which have attempted to quantify these aspects of teacher talk, but teachers appear to speak more loudly and to make their speech more distinct when addressing L2 learners. teachers vary their choice of words in accordance with the learners’proficiency level.Firstly, a teacher can improve his Teacher talk to create harmonious atmosphere in foreign language teaching. Secondly, a good teacher needs to make sure that all students get the feeling of being encouraged. It is the best way for teacher to use the linguistic tools to verbally encourage students, not by pointing out that students’weaknesses do not matter, but by highlighting their strengths. Interlanguage talkThe language that learners address to each other (ILT constitutes the primary source of input for many learners). ILT provides learners with opportunities for negotiating meaning as occur in foreigner talk.Interaction HypothesisInteraction Hypothesis claims that learners acquire through talking with others. According to this hypothesis, learners are likely to have misunderstandings in their interaction because they do not know the language perfectly. In this situation, the learner will try to use some strategies to express his idea clearly, such as repeating, using other words and simple structures.Through negotiation of meaning, both the speaker and the listener clarify thecontents, verify the understanding, make communicative respond and give feedback to each other, as well as a chance to examine his own assumption.The Interaction hypothesis is a theory of second-language acquisition which states that the development of language proficiency is promoted by face-to-face interaction and communication.The idea existed in the 1980s, but is usually credited to Michael Long for his 1996 paper The role of the linguistic environment in second language acquisition. There are some principles about interaction hypothesis1. The linguistic characteristics of target language input need to be made salient.2. Learners should receive help in comprehending semantic and syntactic aspects of linguistic input.3. Learners need to have opportunities to produce target language output.4. Learners need to notice errors in their own output5. Learners need to correct their linguistic output.6. Learners need to engage in target language interaction whose structure can be modified for negotiation of meaning.7. Learners should engage in L2 tasks designed to maximise opportunities for good interaction.OutputOutput (producing language) is also necessary for language learning - Output Hypothesis (Swain, 1995). Understanding language and producing language are different skills, and the comprehensible input is not enough to push the learner’slinguistic competence to a higher level.Output, the language that the learner himself produces, is an important part of the language acquisition as well. output is the result of learning which actually exists in oral or written forms. Output is also of great significance to L2 acquisition. There are three functions about output. Attention function indicates that the target language output causes the learner to pay more attention to the difference between what he wants to say and what he has said, which will stimulate the conscious learning. Confirmation function stresses that learner has the upper hands to identify and correct. Meta-language function means that when producing the language, the learner realizes his own problems which the feedback system in the brain makes the learner to respond and correct.Language acquisition is a bilateral interaction process in which the input and output are closely related. To cultivate the linguistic competence, the learners not only need to listen, but also need to open their mouths to speak and pick up their pens to write. In practice, learners can build up their language sense and perfect their communications, which are favorable conditions for the language study.The balance between language input and language output plays an important role i n second language we notice the balance between language input and output,we will become more efficient in language learning .If we ignore this balance, especially only focus on language input,most of us are incapable in oral speaking and sum up,teachers should adopt different kinds of teaching methods on the basis of the balance between language input and output,so that their students can have an all-round development capability in second language acquisition.。
二语习得作业
二语习得理论在初中英语听力教学中的应用初中二年级听力教学环节设计听力练习Ⅰ听力前（五分钟）：1.学生热身活动：听一些英语流行歌曲，或英语小故事或英语幽默小笑话。
2.教师对听力材料的相关背景知识加以解释Ⅱ听力阶段听力材料安排学生听三遍，每一遍听完都会有不同的任务。
第一遍听完后，为学生设计一个简单地任务，并确保大多数学生都能找到答案。
第二遍听完后，要求学生从听力材料中获取更多的信息，学生可以与同伴一起讨论回答。
第三遍教师播放录音，让学生核对答案。
Ⅲ听力后教师就听力中出现的一些关于说话人态度和推理性质的问题组织学生探讨交流，并补充一些学生感兴趣或不常涉及的听力文章作为课外知识。
理论分析本次听力教学环节设计依据的是克拉申krashen的二语习得相关理论。
1.输入假说(the input hypothesis):是外语习得的中心部分。
它有几个主要的特点:○1可理解性（comprehensibility）：指理想输入的语言是语言习得的必备条件。
不可理解的语言对习得者无用。
○2既有趣又有关(interesting and relevant): 指的是输入的语言材料既要有趣还要相关。
○3足够的输入量(input enough)：习得一门语言需要广泛地阅读和许多的会话。
2.情感过滤假说(the affective filter hypothesis)：从教育心理学角度看，学习过程中影响学习效果的因素之一是学习者的情感控制，这里包含学习者的动机、焦虑、态度和自行心等心理因素。
而这些因素都具有积极和消极两个方面的影响，因此有了可理解性输入还远远不够。
在此假说中，krashen把情感因素看成是可以调节的过滤器，它让语言输入自由通过或阻碍其通过。
如果习得者的消极情感因素强，即情感过滤水平趋强时，对语言的吸收量就低；与之相反，当学习者处于积极的情感之中，即情感过滤水平趋弱时，这种状态就会十分有助于输入的语言变为习得者内在化的语言吸收。
二语习得期末作业
Communicative Language TeachingAbstract:As long as the Communicative Language Teaching was introduced into China, it had been applied to language teaching immediately and gradually subsitute for our traditional teaching methods. This paper ,first of all,introduces Communicative Language Teaching in an all-round way by elaborating the primary principles of communicative language approach from five aspects.Then it go on to deal with the Communicative Approach in China and list some useful class activities that may utilize in the teaching process. At last, the passage also give some comments and suggestions on this approach.Key words:CLT;principle;class activities;evaluation1.IntroductionThe origins of the Communicative Language Teaching are to be found in the changes in the British language teaching tradition dating from the late 1960s. In the late sixties, the current situational approach was questioned. British applied linguistics began to emphasize the fundamental dimension of language teaching at that time- the functional and communicative potential of language. Scholars like Christopher Candlin and Henry Widdowson drew on the work of British functional linguistics such as John Firth, and Halliday, American work in socioliguiticis like Dell Hymes as well as work in philosophy and argue for focus in language teaching on communicative proficiency rather thanon mere mastery of structures.In 1971, a group of experts began to investigate the possibility of developing language courses on a unit-credit system. At that time, Wilkins,a British linguist proposed a functional or communicative syllabus for language teaching. He attempted to demonstrate the systems of meaning that lay behind the communicative uses of language. He described two types of meanings, the notional categories and categories of communicative functions. He had his ideas published in Notional Syllabus (Wilkins 1976).Chomsky had demonstrated, in Syntactic Structures (1957),that the current standard structural theories of language were incapable of accounting for the fundamental characteristic of language--the creativity and uniqueness of individual sentences.Consequently, a new language teaching approach is needed that not only should emphasize on mere mastery of structures but also on communicative proficiency.Communicative Language Approach(CLA) is a system of teaching method that takes language function as the key link to cultivate students’ communicative ability. The theoretical origin of this approach can be traced back to the work of anthropological linguists (e.g. Hymes, 1972) and the functional linguist (e.g. Halliday, 1973), who take the view that language is for interaction and communication and language has functions related to society. In this light, language study has to look at the use(function) of language both in its linguistic and its social or situational text.Communicative Language Teaching (or Communicative Approach) is an approach to foreign or second language teaching which emphasizes that the goal of language teaching is communicative competence. Communicative language teaching can be understood as a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom. Although CLT is regarded by many linguists and teachers as the most effective approach among those currently used in ELT, the question of whether it is adaptable for English language teaching in China is still an controversial issue that has aroused lots of heated discussions.2.Primary Principles of CLACLA has to follow some primary principles, which are illustrated below.2.1 ApproachCLA accepts the structural view of language and added a functional view to it. Structural view focuses on the grammatical forms of language, while the functional view looks at what the structural forms express in specific context. Accordingly, social context is important in deciding whatlinguistic forms to use. In addition, the awareness of culture is viewed as sociocultural competence.2.2 Teacher and student roles in CLA2.2.1 The Role of the TeachersCommunicative language teaching is the generally accepted norm in the field of second language teaching. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning. 2.2.1.1 OrganizerIn the communicative language teaching, the teacher should organize the communicative activities, during which the students can have interactions according to the topics. Consequently, at the beginning of each class, the teacher should design various communicative activities that can arouse students’ interests.2.2.1.2 AdviserDuring the classroom communicative activities, the students may encounter different kinds of expressing difficulties, or sometimes even can not continue their conversation due to the limits of their language skills or lack of certain knowledge. When this happened, the teacher should help the students either by giving them the direct expressing or inspire them to express their ideas in another way.2.2.1.3 Facilitator and ParticipantBreen and Candlin pointed out that in communicative language teaching, there are two important roles the teacher should act as.The first role is to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and texts. The second role is to act as an independent participant within the learning-teaching group. Thelatter role is closely related to the objectives of the first role and arises from it.2.2.2 The Role of the StudentsIn CLT, students practice real-life situations. In these exercises,the goal is for the student to communicate his or her needs and thoughts, without worrying about having perfect grammar.Consequently, in interactive classroom teaching, students can act as the master, cooperator and respondent in the classroom teaching activities.2.2.2.1 ManagerIn CLT, the classroom is like a public place; every student can have a discussion on a certain topic or make a role play according to one situation. CLT can give students access to a chance of free learning. In this kind of class, the learning and communicating of students become an active and meaningful process.2.2.2.2 ParticipantDuring the process of communicative activities, students learn and use language by discussing, communicating and cooperating. That means, the language learning depends on the cooperation with other students. One’s expression or discussion can have an influence on others as well as being inspired by others. Thus, the whole process of learning a language is also the course of cooperation.2.3 The role of learner’s native languageLearner’s language p lays absolutely no role in target language learning for the simple reason that classroom interaction should be conducted entirely in the target language in order to learn the language through genuine communication.2.4 Views on learners’ errorsErrors are regarded as a natural part of language development and are therefore regarded tolerated. Unless an error hinders communication, it is usually not corrected. So with CLA,learners will have ample opportunities in class to share their ideas, opinions and feelings with their peers.2.5 Characteristics of teaching and learning processCLA is most noted for the following features:1) It uses a need-based communicative syllabus, often a functional one. A lesson is usually organized through communicative activities and language functions, from which the necessary linguistic forms and structures, as well as the pragmatic elements of language, will be derived.2) It employs quantity of communicative activities that are purposeful, meaningful and that allow choice: CLA uses almost any activity that engages learners in authentic communication because it is believed that activities that involve real communication promote learning; activities in which language is used for carrying out meaningful tasks promote learning.3) Materials are authentic. CLA considers it very important to choose study material that is authentic from the target language community for the reason that it renders the opportunity for learners to cope with the target language as it is actually used.Generally speaking, major distinctive features concluded by Finocchiaro and Brumfit(1983: 91-3) are that learners learn a language through using it to communicate; authentic and meaningful communication should be the goal of classroomactivities;fluency is an important dimension of communication; communication involves the integration of different language skills; learning is a process of creative construction that involves trial and error.3.Classroom Activities in CLTA wild variety of materials can be used to support communicative approaches to language teaching. The followings are some methods we can utilize during the communicative language teaching.3.1 Scrambled sentencesThe students are given a passage in which the sentences are in ascrambled order. This may be a passage they have worked with or one they have not seen before. They are told to unscramble the sentences so that the sentences are restored to their original order.This type of exercise teaches students about the cohesion and coherence properties of language.3.2 Picture strip storyMany activities can be done with picture strip stories. In the activity, one student in a small group can be given a strip story. He shows the first picture of the story to the other members of his group and asks them to predict what the second picture would look like. An information gap exists-the students in the groups do not know what the picture contained. They have a choice as to what their prediction would be and how they would word it.3.3 Role playRole plays are very important in CLT because they give students an opportunity to practice communicating in different social contexts and in different social roles. Role plays can be set up so that they are very structured or in a less structured way. The latter is more in keeping with CLT, of course, because it gives the students more of a choice.4.the Communicative Approach in ChinaIn the history of EFL teaching, China saw its first movement toward communicative language teaching (CLT) in secondary schools in the early 1990s. In 1992 the State Education Development Commission (SEDC)introduced a functional syllabus that set the goal of communicative teaching and listed the communicative functions to be taught. In the same year, in cooperation with the publisher Longman, the SEDC published a new textbook series for communicative teaching. The syllabus and the textbooks required teachers to teach communicatively in classrooms.The movement toward CLT was not accidental. It came from an educational problem that needed to be solved: the widespread use of the traditional grammar-oriented method. Because teachers focused on grammar and structure, the traditional method produced unsatisfactory teaching results. Students became almost "structurally competent but communicatively incompetent"). Faced with this backward situation, the SEDC felt an urgent need to change.The SEDC is the official authority for setting educational policy. It is the representative of the highly centralized Chinese system of education. Because the SEDC has so much power, it may seem that every teacher would have switched to CLT. However, because CLT was new in every way, it met with considerable resistance from the start. Many teachers tried to change the dominant teaching procedures but quickly got frustrated, lost their initial enthusiasm, and returned to tradition. As a result, CLT did not gain popularity in the early 1990s.The key word underlying the use of CLT was feasibility: Was the use of CLT feasible? Opponents of CLT held that CLT was neither possiblenor feasible in China because of specific conditions there. Proponents argued that CLT was indeed feasible if there was a sweeping change of curriculum. The SEDC authorities supported this favorable view and took some measures to ensure that CLT was used effectively.First, the SEDC authorities suggested using an eclectic method that includes various elements of many methods according to the teachers' actual situation. Teachers were required to use CLT as a main method while accepting elements of other methods. The authorities pointed out that in the mid-1980s some key schools in Beijing and Shanghai had already shown some tendency toward eclecticism, so teachers should follow this trend. An advantage of using an eclectic method was that it could help teach students knowledge of both the language's usage and its use and meet students' differing needs.Second, in the late 1990s the Matriculation English Test (MET), one of the National College Entrance Exams developed by the SEDC, began to include the Language Use Section so that teachers could teach to the test. This section was added to measure the four language skills used for communication and included such elements such as role plays, reading comprehension, and communicative writing. Passing the MET in order to be able to attend colleges and universities is secondary students' most important consideration while learning English. The test has beenidentified as the single most powerful influence in the resistance to innovation in educational practice in China.Third, teacher training was conducted. One reason to reject reform was the inability of the teachers to do their jobs well. Most Chinese teachers, especially those in rural schools, lack a sufficient level of English proficiency. Many teachers attended in-service training in teachers' colleges and normal universities. Apart from learning the English language, teachers also learned about the principles of CLT. Before CLT was introduced into China, not many teachers were familiar with the trends in teaching methodology. As a result of this training, many teachers came to realize that teaching English does not consist only of teaching grammar but that the true mastery of a language involves communicative competence.Fourth, the authorities publicized the advantages of using CLT. For example, CLT views language as a tool for communication, insists that interactional speaking activities in classrooms be instances of real communication, and ensures that students have sufficient exposure to the target language. All these would develop in students an ability to use English for communication. Li (1984), one of the first defenders of CLT in China, argued that using CLT would be of great benefit to students. Her arguments in favor of CLT had a big influence on Chinese teachers' attitudes toward CLT.As a result of these measures, more teachers accepted CLT. In the mid-1990s, "there [was] widespread awareness of more communicative approaches"). The efforts of the educational authorities in China thus had a big influence on EFL teaching, causing CLT to be accepted as the main teaching method in China.The traditional language teaching method has been prevalent in Chinese college English classroom for years. English teaching in China is dominated by teacher-centered and book-centered grammar-translation method. The teacher dominates the classroom by explaining the usage of language during all the class hours with less participation of learners.Some language teachers in China have now realized that learning is for communication. Since CLA came into China in the 1970s, after being studied and practiced for more than twenty years, its fundamental theories and thoughts have been the mainstream that exerts great impacts on the foreign language teaching in China and have been widely used in Chinese English classroom in current days.5.Evaluations of CLTCommunicative Language Teaching focus on student-centered teaching practice. It simulates various situations according to real life, provides opportunities for students to communicate with each other.5.1 The Advantages of CLTThe interaction between teachers and students are greatly enhancedin CLT. One of the obvious characteristic of CLT is that the students are more responsible of their own learning than in a traditional teacher-centered classroom. The relationship between students and teachers is interactive and harmonious.The strong version of communicative approach advances the claim that language is acquired through communication, so that it is merely a question of activating an existing but inert knowledge of the language, but of stimulating the development of the language system itself. Within this version, one uses English to learn it.Communicative language teaching is a new approach in China,it emphasizes on the communicative competence and can stimulate students interest more than traditional teaching methods. However,it also has some shortcomings.5.2 The disadvantages of CLTOverdoing certain CLT features.The weak version of communicative approach stresses the importance of providing learners with opportunities to use their English for communicative purposes and characteristically attempt to integrate such activities into a wider program of language teaching. In the weak version, one learns to use English. Moderation is needed in combination with common sense and a balanced approach.6.Conclusion and SuggestionsToday CLT can be seen as describing a set of core principles aboutlanguage learning and teaching, as summarized above,assumptions which can be applied in different ways and which address different aspects of the processes of teaching and learning. Today CLT continues in its classic form as seen in the huge range of course books and other teaching resources that cite CLT as the source of their methodology. In addition, it has influenced many other language teaching approaches that subscribe to a similar philosophy of language teaching. However, it is faced lotsof challenges.Due to the several challenges which are faced in the CLT,the author believe that first of all, English teachers should continue to learn advanced teaching theory, improve their professional knowledge, know the correct meaning of communicative competence, understanding the substance of CLT , and master the ways and means of teaching. In the teaching process, teachers need to correctly handle the students' ability of listening and speaking and the relationship between reading and writing skills, to encourage students to participate in oral and written communication, not only to meet their current needs and meet the use of English in their future. In addition, teachers have to correct attitude towards grammar teaching in CLT. With the appropriate classroom time to the systematic teaching of grammar knowledge,teachers should provide some meaningful opportunities for students to communicate in the real situation, so that students can learn grammar structures, whiletraining their communicative competence.CLT focuses on teaching students the ability to make comprehensive use of language, the communicative ability as the ultimate goal of teaching. With the development of modern information technology, CLT continues to play an effective and active role. The author believes that CLT is an effective approach to improve the student's speaking ability. In present English teaching in China, Communicative Approach is a widely spread teaching method, but it still needs improving.Some challenges still remain to be tackled.References:[1]Chomsky Syntactic Structures [M].Dutch:Mouton＆CO.,1957.[2]Finocchiaro M,Brumfit C.The Functional-Notional Approach:From Theory to Practice[M].New York:Oxford:Oxford University Press,1983.[3]Larsen-Freeman.Techniques and principles in language teaching[M].Oxford:Oxford University Press,1986.[4]Halliday M A K.Explorations in the Functions of Language [M].London:Edward Arnold,1973.[5]Hymes D.On Communicative Competence[C]//Pride J B,Holmes,1972.[6] Jack C. Richards and Theodore S. Rodgers:Approaches and Methods in Language Teaching. Foreign Language Teaching and Research Press, 2008。
二语习得期末论文作业
On Krashen’s Second Language Acquisition TheoriesAbstract : Krashen’s Second Language Acquisition Theories consist of five main hypothesizes : the acquisition-learning hypothesis ,the natural order hypothesis ,the monitor hypothesis ,the input hypothesis ,and the affective fliter hypothesis .These hypothesizes have certain directive significance to teaching practice ,but also has some limitations : ignore the output acquisition process ,lack of operability in actual teaching in some degree.Key words : acquisition-learning hypothesis , natural order hypothesis , monitor hypothesis ,input hypothesis ,and affective fliter hypothesisⅠ.IntroductionAs a part of Second Language Acquisition ,Krashen’s Second Language Acquisition Theories is very significant in Second Language Acquisition According to his theories second acquisition has two quite different systems : acquisition and learning systems .Acquisition is the subconscious development of language rules ,just like in first language development .It focuses on meaning ,instead of on language form . Learning involves formal knowledge (and teaching ) of a language ,including error correction .It is a conscious development of languagerules .Krashen argues that error correction and learning does not lead to acquisition of fluency ,and that acquisition is more important than learning .Next we will have detailed analysis of his hypothesizes .Ⅱ.General Understanding of Krashen’ Second Language Acquisition TheoriesAcquisition-Learning HypothesisThis hypothesis is what Krashen considers to be perhaps the most fundamental of all hypothesizes .And it has been highly influential, and still remains the source of much debate today. The starting point ,also the core of this hypothesis is the distinction between acquisition and learning, and the different roles they play in second language acquisition. When learners acquire a second language they will internalize the language rulesubconsciously .They will not pay much attention to the language forms ,but to the meaning they want to express and understand. Learning (usually refers to the formal classroom context ) is the process of conscious study of language uncover knowledge ,such as language rules. It is systematical and formal. According to Krashen, only acquired knowledge is readily available for natural fluent communication, and learned knowledge can only play as a monitor using language.Monitor HypothesisThis hypothesis has a close relationship with acquisition –learning hypothesis. It states that ,only language acquisition system ,also the potential language knowledge ,is the real knowledge competence, and that conscious learning has extremely limited function in adult L2 performance. Acquisition” innates “ the speaker’s utterances and is responsible for fluency .While learning has only one function –as a monitor or editor, making minor changes and polishing what the acquired system hasproduced .This monitor comes before ,while ,and after the language output (speaking and writing).There are three kinds of monitor users ,monitor over-users ,monitor under users ,and monitor optimal users. Learners should properly use this monitor according to their personal situations. While have a conversation with others, we should focus on meaning not language forms. And the conversation will not be fluent if we overuse the monitor. However, while writing it is necessary for us to use the monitor to avoid expressing faults. There are three conditions for us to use monitor：Time (best applied when there is enough time)Focus on form (not on communication)Know the rules.Natural Order HypothesisStudents acquire (not learn) grammatical structures in a predictable order, that is certain grammatical structures tend to be learned early and others later. It appears that the order of acquisition for first language acquisition is not identical for second language acquisition, but there are some similarities. The naturalorder hypothesis reflects Noma Chomsky’s revolutionary notion that we all have a built-in Language Acquisition Device (LAD).Because of the LAD we tend to learn different language structure at different levels/stages as young learners ( also the same for older learners).Equipped with this innatedevice ,language learning follows a its natural route .For example, when children and adults learn English as a second language, they will acquire the present continue tense earlier than past tense, and 名词复数 earlier than 名词所有格Input HypothesisAccording to Krashen , the input hypothesis attempts to answer what is perhaps the most important question in Second Language Acquisition filed ,that is ,how we acquire language .Thus this notion has become the central part of Krashen’s theories. The input hypothesis states that one can acquire language in only one way – by exposure to comprehensible input. If the input contains forms and structures just beyond the learners’ current level of competence in the language (what Krashen calls i+1).Then both comprehension and acquisition will occur. Input which is either too simple (i + i) or too complex (i + 2/3/4) will not be useful for acquisition.” i” represents learners’ current language level .1 represents the input that is slightly higher than learners’ current level. Krashen also provide the requirements of the idealinput :first,the input should be comprehensible. Second, it should be sufficient .third, it should be interesting and relevant to learners.Affective FilterKrashen believes that comprehensible alone is not sufficient for language acquisition. Learners also need to” let that input in “ .The affective filter determines how receptive to comprehensive input a learner is going to be. Learners with high motivation ,high self-confidence ,a good self- image ,and a low level of anxiety are better equipped for success in Second Language .Low motivation, ,low self- esteem ,and debilitating anxiety can combine to raise “affective filter” and form a “mental block” that prevents comprehensive input from entering the individual’s language acquisition device. The hypothesis is based on the theory of an “affective filter “ which states that successful secondlanguage acquisition depends on the learners’ feeling. Negative attitudes are said to act as a filter ,preventing the learners from making use of input, and thus hindering success in language learning. So to help students let that input in ,teachers should try to creat positive atmosphere in language teaching, try to activate learners’ positive feeling ,like interest ,good motivation, and attitude and desire to learn by encouragement, humanitycare ,vivid design of teaching ,extra-curricular activities.Ⅲ.ConclusionKrashen’s theories are very significant in that ,first , it makes a clear distinction between acquisition and learning ,second , it emphases the importance of the comprehensibility of the input , and that it should be slightly higher than learners’ present level, third , it attaches importance to learners’ feeling factors, like motivation, interest , anxiety and ect , and their influence on learners’ acquisition of a second language.。
二语习得作业
信奉Chomsky的理论； 希望通过获得单一不变的数据来考察学习者的语言能力； 把变异看成是“语言表达”的一个特征，而非学习者潜 在知识系统的一个特征。(即语言变异与学习者的语言 能力无关，仅与其语言表达有关。实际上忽视了语言变 异。)
三、L2 学习者语言变异的研究范式
3.2 能力连续统范式
双重能力范式
3.3.1 言语计划模式
研究方法：以实验的方式操纵谈话计划的情况。
内容涉及有计划和无计划的谈话、对短时记忆的需求。
(Ellis,1987 ; Crookes,1989）
3.3.2 言语监控模式:
内容涉及宏观监控和微观监控，发音前监控和发音后监 控、基于言语产出的监控和基于言语感知的监控。 研究方法：以实验的方式操控影响监控的情况。
二、L2 学习者语言变异的分类（(Ellis, 1994)
上下文语境 系统变异 学习者自身的变异 共时变异 情景语境 心理语言语境 非系统（自由）变异 学习者之间的变异（学习者的个体差异 ，社会因素）
历时变异（随着时间推移而发生的变异）
二、L2 学习者语言变异的分类（(Ellis, 1994)
学习者在不同的言语表达情景，由于对语言输 出注意（心理语言机制）的程度不同，形成不 同的语体风格。 这些不同的语体风格构成了学习者的中介语风 格连续体。这个连续体表明，学习者的语言变 异是受言语注意程度和交际情景制约的。 这个连续体式通过不同的任务诱导方式来实现 的。
五、L2学习者的语言变异相关研究
五、L2学习者语言变异相关研究
Ellis(1988)（历时研究） 考察了葡萄 牙学生和印度西北部学生在课堂英语会话中， 上下文语境对第三人称单数-s和系动词-s的 影响。 结果表明，目的语形式的习得与其使用 的特定上下文语境紧密相连。
张剑的二语习得作业
经过三个月的教学活动。我们对实验组和参照 组的60名同学举行了一次考试，将学习过的 单词以填空题（考察拼写），单选题（考察搭 配），正确形式填空（考察变形），完型填空 （考察概念）的形式考察学生，结果得出了以 下两组数据；
考察项目 实验组 参照组 均值
拼写 5.2 3.6 4.4
变形 4.6 4.4 4.5
1:研究目的： 通过对非英语专业学生在词汇学习中的语言磨 蚀现象，给英语教师的教学活动提供有效的建 议。
2：研究对象 选择两个大四的非英语专业的班级。一个是实 验组，一个是参照组。实验为期三个月，两个 班级每班30人，配备相同水平的英语教师和 教材
3：研究过程
在为期三个月的教学活动中。教师每周上两次英语课， 每节课都是先以词汇教学为主，学习单词的拼写、读 法、语音和概念。然后回到相应的课文中习得单词的 用法和搭配。实验组的教师在课后总会布置相应的单 词背诵任务，并且在下一节课后对学生听写，而参照 组的老师只是单纯的教授单词的各项，却不会在下一 节课后对上一节课的单词进行复习。而且，实验组的 教师会对实验班级每月进行一次单词小测验以迫使学 生每月都对单词复习一次。
2：语言磨蚀的发展现状
1980年“语言技能流损会议”（conferrence on the attrition of language skills）在美国宾夕法尼亚大学 召开。第一次在国际学术领域确立了“语言磨蚀”作 为语言学的一个重要研究领域。 该项研究自从1980年起在国外已经被大量学者所研究， 产生了许多知名学者如：lambert, de bot, hansen, van els, weltens, paul meara等。 但是该项研究在国内的研究还处在起步阶段。
第二语言习得考试试题
第二语言习得考试试题一、选择题（每题 2 分，共 40 分）1、第二语言习得中的“中介语”是指（）A 学习者母语和目的语之间的过渡语言B 学习者在学习过程中创造的一种独立语言C 教师为帮助学习者而使用的简化语言D 一种国际通用的辅助语言2、以下哪项不是影响第二语言习得的个体差异因素（）A 学习动机B 性格特点C 社会环境D 认知风格3、在第二语言习得中，“输入假说”的提出者是（）A 克拉申B 乔姆斯基C 皮亚杰D 布鲁纳4、学习者在第二语言习得过程中出现的“石化”现象，指的是（）A 语言能力停止发展B 语言错误固定化C 学习兴趣丧失D 学习方法不当5、以下哪种教学方法更注重语言的交际功能（）A 语法翻译法B 直接法C 听说法D 交际法6、第二语言习得中的“情感过滤假说”认为，以下哪种因素会影响语言输入的吸收（）A 自信心B 焦虑程度C 学习态度D 以上都是7、对于儿童和成人在第二语言习得方面的比较，以下说法正确的是（）A 儿童学习速度更快B 成人学习效果更好C 儿童在语音方面更有优势D 成人在语法方面更有优势8、以下哪项不是第二语言习得中的语言输出的作用（）A 检验语言知识B 提高语言流利度C 促进语言输入的理解D 减少语言错误9、学习者在第二语言习得中，对目的语规则的过度概括所产生的错误属于（）A 语际错误B 语内错误C 诱导错误D 随机错误10、以下哪种语言环境更有利于第二语言习得（）A 课堂教学环境B 自然语言环境C 双语环境D 单一语言环境11、在第二语言习得中，“监控假说”认为，学习者的语言输出主要受到（）的监控。
A 潜意识B 有意识C 情感因素D 语言规则12、以下哪项不是第二语言习得中的学习策略（）A 认知策略B 元认知策略C 情感策略D 语法策略13、对于第二语言习得中的“文化适应”，以下说法错误的是（）A 有助于语言学习B 只是了解文化知识C 包括价值观的适应D 能提高交际能力14、以下哪种测试方法更能准确测量学习者的第二语言实际运用能力（）A 标准化测试B 口语测试C 书面测试D 听力测试15、第二语言习得中的“关键期假说”认为，语言学习的最佳年龄是（）A 儿童时期B 青少年时期C 成年时期D 没有固定年龄16、以下哪项不是影响第二语言习得的外部因素（）A 教学方法B 教材质量C 学习者年龄D 语言环境17、在第二语言习得中，“可理解输入”的特点不包括（）A 略高于学习者现有水平B 有趣且相关C 语法复杂D 大量重复18、以下哪种反馈方式对第二语言习得最有效（）A 积极反馈B 消极反馈C 直接纠错D 引导自纠19、学习者在第二语言习得中出现的回避现象，主要是为了（）A 避免错误B 节省时间C 简化表达D 显示个性20、以下关于第二语言习得和第一语言习得的比较，错误的是（）A 学习动机不同B 学习环境相似C 认知能力有差异D 语言输入质量不同二、简答题（每题 10 分，共 30 分）1、请简述第二语言习得中的“输入假说”的主要内容。
对外汉语《二语习得》题库及答案
对外汉语《二语习得》题库及答案第一章单元测试1、判断题：习得与学习二者之间的关系是割裂的。
（）选项：A:对B:错答案: 【错】2、单选题：最早发现习得与学习存在区别的是语言学家（）选项：A:乔姆斯基B:斯蒂芬?克拉申C:洪堡特D:斯韦恩答案: 【斯蒂芬?克拉申】3、多选题：关于习得与学习的关系，下列说法正确的是（）选项：A:可以用两个三角形表示；B:这两个三角形是倒置的；C:这两个三角形是部分交叠的；D:这两个三角形是完全重叠的。
答案: 【可以用两个三角形表示；;这两个三角形是倒置的；;这两个三角形是部分交叠的；】成人完全可以做到和儿童一样习得外语。
（）选项：A:对B:错答案: 【错】5、判断题：儿童习得外语的能力总体上高于成人。
（）选项：A:对B:错答案: 【对】6、判断题：传统语言课堂收到的质疑越来越多，我们应该遵循习得规律，改革创新教学模式和方法。
（）选项：A:对B:错答案: 【对】7、判断题：最早获得的语言一定是最熟悉的。
（）选项：A:对B:错答案: 【错】一个在外国出生的华裔儿童，他最早接触的是汉语，成长过程中主要说英语，那么，下列说法正确的是（）选项：A:他的母语是汉语；B:他的第一语言是汉语；C:他的第二语言是英语；D:他的母语是英语。
答案: 【他的母语是汉语；;他的第一语言是汉语；;他的第二语言是英语；】9、多选题：一个在外国出生的华裔儿童，他成长过程中只接触和说英语，那么，下列说法正确的是（）选项：A:他的母语是英语；B:他的第一语言是英语；C:他没有外语；D:他的外语是英语。
答案: 【他的母语是英语；;他的第一语言是英语；;他没有外语；】10、判断题：第一语言是语言学的概念，母语更多的牵涉到民族学问题。
（）选项：A:对B:错答案: 【对】11、判断题：语言学多是理论研究，心理学、心理语言学等多是实验研究。
（）选项：A:对B:错答案: 【对】第二章单元测试1、多选题：关于大脑和语言习得，行为主义心理学派有两个非常著名的观点，分别是（）。
第二语言习得试题及答案
第二语言习得试题及答案一、选择题（每题2分，共10分）1. 第二语言习得理论中，克拉申的“输入假说”主张学习者需要接收到什么样的语言输入？A. 完全理解的输入B. 可理解的输入C. 无理解的输入D. 超过理解的输入答案：B2. 根据斯金纳的操作条件反射理论，语言习得主要依赖于什么？A. 模仿B. 强化C. 内化D. 社会互动答案：B3. 在语言习得中，“临界期”假说主张语言学习的最佳时期是？A. 任何年龄B. 儿童时期C. 青少年时期D. 成年时期答案：B4. 语言习得的“自然顺序假说”认为语言技能的发展遵循一定的顺序，以下哪项不是该假说的内容？A. 语法结构的习得顺序是固定的B. 词汇的习得顺序是固定的C. 发音的习得顺序是固定的D. 语言习得的速度是个体差异决定的答案：D5. 语言习得的“社会文化理论”强调以下哪个因素在语言学习中的作用？A. 认知发展B. 社会互动C. 语言输入D. 语言输出答案：B二、填空题（每空1分，共10分）1. 语言习得的“监控假说”是由________提出的。
答案：克拉申2. 语言习得中的“输入假说”认为，学习者需要接收到________的输入。
答案：可理解的3. 语言习得的“自然顺序假说”认为，语言技能的发展遵循一定的________。
答案：顺序4. 根据斯金纳的操作条件反射理论，语言习得主要依赖于________。
答案：强化5. 语言习得的“社会文化理论”强调________在语言学习中的作用。
答案：社会互动三、简答题（每题5分，共20分）1. 简述克拉申的“输入假说”。
答案：克拉申的“输入假说”认为，为了习得第二语言，学习者需要接收到略高于其当前语言水平的可理解输入，这样的输入被称为“i+1”输入。
2. 描述斯金纳的操作条件反射理论在语言习得中的应用。
答案：斯金纳的操作条件反射理论认为，语言习得是通过强化机制实现的。
当学习者正确使用语言时，他们会受到奖励（强化），这会增强他们使用正确语言形式的倾向。
西华大学《第二语言习得》2023-2024学年第一学期期末试卷
(2023至2024学年第1学期)课程名称：第二语言习得考试时间：分钟课程代码：试卷总分：100分考试形式：闭卷考试一、(从四个备选答案中选出一个正确答案。
每小题2分，共24分)1.在第二语言习得中，下列哪个理论强调了语言输入的重要性？A.行为主义理论B.自然法C.交际语言教学法D.监控模型2.Krashen的“i+1”理论中的“i”代表什么？A.输入B.输出C.个体差异D.理想语言水平3.根据Vygotsky的社会文化理论，哪项是促进第二语言发展的关键因素？A.正式教学B.社会互动C.私人演讲D.语言输出4.在Dulay和Burt的错误分析中，哪个阶段学习者的语言系统尚未稳定？A.无错误阶段B.快速假设测试阶段C.形成假设阶段D.自我修正阶段5.以下哪个选项不是多语言习得中的代码混淆现象？A.词汇借用B.语法结构迁移C.语音干扰D.文化同化6.根据Auerbach的二语习得理论，什么是学习者内部处理机制的表现？A.语言迁移B.目标语言泛化C.交际策略D.反馈利用7.在第二语言写作教学中，以下哪个方法更侧重于形式而非内容？A.过程写作法B.产品写作法C.任务型写作法D.合作学习写作法8.“沉默期”这一概念通常与以下哪位语言学家的研究相关？A.Noam ChomskyB.Stephen KrashenC.Lev VygotskyD.Hans H.Wells9.根据Skinner的行为主义理论，哪种教学方法被认为可以加强语言习惯的形成？A.模仿练习B.角色扮演C.自由会话D.阅读理解10.在第二语言听力理解中，自下而上的处理指的是：A.从整体语境到具体细节的理解过程B.从具体细节到整体语境的理解过程C.通过背景知识来解读听到的信息D.依赖先前经验来预测信息11.在第二语言教学中，任务型语言教学法(TBLT)主张使用哪种类型的任务？A.真实交际任务B.语法翻译任务C.形式填空任务D.词汇记忆任务12.根据文化认同理论，学习者对第二语言文化的适应程度会影响：A.语言学习动机B.语言输入的数量C.语言输出的质量D.语言学习策略的选择二、(判断正误，正确的标识“√”，错误的标识“X”，每小题1分，共10分)1.（）根据普遍语法理论，所有语言的深层结构都是相同的。
二语习得案例及分析(1)
二语习得作业（1）一、请阅读下面的材料，根据题目要求回答问题。
这是一个留学生的作文：在我旅行的过程中，遇到的第一个人是一位警察。
这时我刚下火车，买回北京的火车票，这是我旅行时的习惯，可是我买不到，因为当时我只会一点点汉语，加上从外表上一看就知道我是个外国人。
这时候幸亏我遇见一位警察了，他了解我的情况后，十分热情地帮我的忙，这样我才买到回北京的火车票。
他非常关心我，三番五次地提醒我，要注意旅途安全。
我记得当时天总下雨，他还送给我一把雨伞，欢迎我再访问中国。
1．请找出文中的病句，并改正过来。
2．请结合上文举例说明什么是“语义偏误”、“语篇偏误”和“语用偏误”。
3．文中的那位“警察”在与作者交流时，是否会对自己的语言作出调整？这种调整是否会对二语习得产生影响？参考答案：1．(1)改：那时我刚下火车。
(2)改：而且从外表一看就知道我是个外国人。
(3) 改：这时候幸亏我遇见了一位警察。
(4) 改：我记得当时天一直在下雨。
(5) 改：欢迎我再来中国。
2．语义偏误是指没有准确表达说话者的意图的偏诶，例如，“我记得当时天总下雨”虽然也是正确的句子，但是没有准确表达出说话者的意图，这种就单个句子而言，没有语法问题，通过语境因素，我们才能看出问题所在的偏误，就是语义偏误。
语篇偏误是指违背语篇衔接原则的偏误，例如文中的句子，“这时我刚下火车，买回北京的火车票”和“因为当时我只会一点点汉语，加上从外表上一看就知道我是个外国人”都是在上下文衔接上出了问题。
语用偏误是指跟听话人、说话人身份、地位、关系不相符合，或者跟交际功能和话题不相符合的偏误。
例如，文中的“欢迎我再访问中国际汉语教师证书考试模拟题集国”，“访问”是非常正式的语体，意思也不适用于该文的语境。
3．这位警察为了能够和只会一点点汉语的作者进行交流，不仅要进行会话形式的调整，还要进行话语结构和功能的调整，调整话题结构和功能的目的都是为学习者提供“可理解输入”，以顺利完成交际任务。
【精品】二语习得(L3)正汇编
Acquisition device
Nativist theories of language acquistion emphasize the importance of the innate capacity of the language learner at the expence of environmental factors. Each learner is credited with an ‘acquisition device’ which directs the process of acquisition. This devece contains information about the possible form that the gramar of any language can take.
The notion of interlanguage (theoretical construct used to identify the stages of development )
‘natural’ route of development (The principal goal of this chapter )
AD contained the UG to work and required the learner access to primary linguistic data.
For Chomsky the task of the linguist (or psychologist) was to specify the properties of the AD that were responsible for the grammar.
它们的习得是通过参数值的设定。儿童由于具有这种 习得机制, 在广泛接触语言素材中,通过假说验证与先天 的普遍语言相比较, 认识到母语的语言规则, 即取得了 语言能力。
二语习得导论习题集
---------------------------------------------------------------最新资料推荐------------------------------------------------------二语习得导论习题集二语习得导论习题集一、填空 1. 在儿童语言发展的研究中，（）是指学会一种语言的某一方面和最终学会整个语言的过程或结果。
这个研究的领域通常称作（）。
2.习得与学会的区别在于：前者被视为一种（）过程，它是达到外语流利表达的主要动力；后者则被视为一种（）的过程，它监测习得的进展并引导说话人的语言运用。
3.（）是指一个人幼年学会的第一种语言，并且这种语言会被用来进行社会交际。
4.（）是指一个人生下来后接触到的第一种或几种语言，但是这种（些）语言不一定会进入社会交际。
5.目的语是指（）语言。
6.（）第二语言学习者所使用（掌握）的一种语言系统，或者是学习者某一时间的第二语言状态，它既不同于第一语言，也不同于第二语言。
7.认知策略是指学习者藉以执行语言学习任务两大类学习策略的其中之一，另一类为（）。
8.（）指学习者用以提高学习及记忆能力，特别是在执行具体课堂任务和活动使用的过程和行为。
1 / 149.（）指的是人们已建立起的第一语言的习惯对学习新语言、建立新的语言习惯的过程产生的影响。
表现为中介语中所包含的第一语言的特点。
10.迁移这个概念始于（）心理学指导下的语言学习理论。
11.在第二语言学习中，学习者无论被纠正了多少次均会重复一个错误的形式直至语言水平达到相当高的程度，这种现象被称为（）。
12.（）是指一群体的语言、文化和价值体系在与另一不同语言、文化和价值体系的群体相互交流中产生变化的过程。
13.语言习得的关键期假设（亦称作自然成熟说）理论认为，儿童的语言发展过程实际上是（）的自然成熟过程。
14.随着儿童年龄的增长，发音器官、大脑等制约语言的神经机制逐渐成熟，这个过程大约是（）岁以前完成，这个阶段最适合语言学习，过了这个阶段，学习语言就不那么容易了。
二语习得(L6正)
Three views on input in language acquisition
The behaviorist view Behaviorism accounts of SLA view the learner as ‗a language producing machine‘. The linguistic environment is seen as the crucial determining factor. In this model of learning, input comprises the language made available to the learner in the form of stimuli and also which occur as feedback. Thus, the availability of suitable stimuli is of utmost importance. Feedback also serves two purposes: It indicates when the utterances produced by L2 learners are correct, and so reinforce them. It also indicates when the utterances are d by correcting them. The regulation of the stimuli and the provision of feedback shape the learning that takes place and lead to the formation of habits.
The nativist view minimizes the role of the input and explains language development primarily in terms of the learner‘s internal processing mechanisms. Input from social environment merely triggers. Chomsky’s assertions: Zero relation between quality of input and ultimate L1 acquisition
二语习得功能派作业
三、发挥学生的主体性作用。促进学生积极参与语言交流活动，启发想像力和创造性思维，有
利于发挥学生的主体性作用。
四、更好的实现面向全体学生进行教学。在任务型教学中有大量的小组或双人活动，每个人
都有自己的任务要完成，可以更好地面向全体学生进行教学。
五、拓宽知识面。活动内容涉及面广，信息量大，有助于拓宽学生的知识面。 六、促进全面发展。在活动中学习知识，培养人际交往、思考、决策和应变能力，有利于学生
氛围，在教师的引导和启发下，把“要我学”变成“我要学”，鼓励学习者积极参与具
有开放性的交际任务，通过在活动中完成学习性任务，获取语言学习的自信心和成就感，
全方位提高学习者的语言运用能力，促进学习者的个性全面发展。
（四）意义性特点。任务式教学法注重表达意义，并且最大程度的平衡了语言意义和
形式之间的关系。
二、任务的系统性和延续难以把握。比如，任务的难易程度，任
务之间的衔接等问题。
三、独立思考的能力减弱。任务型教学中，学生习惯小组讨论，
相对而言，学生独立思考的能力减弱，依赖他人的意识增强。
教学思考
12
该教学法给我们什么启示？
任务式教学法的教学特点对对外汉语教学的启示
（一）真实性特点。“真实性是语言教学的一大特点，主要是指任务和活动的真实性。
包括朗读，根据对话的话题与情境进行问答， 并进一步以对话的主题为中心结合学习者的个人经 验做问答练习
学习对话中出现的基本交际表达法 及其相应的语言结构
帮助学习者发现并总结用于表达功能的结构规则
在交际情境中，让学生运用学过的语言形式从有指导的到完全 自由的表达自己的思想
常采用游戏、谈话、讲故事、讨论、扮演角色、即兴表演等解决问题的活动， 以培养学生在实际生活中的交际能力。
二语习得期末作业
Communicative Language TeachingAbstract:As long as the Communicative Language Teaching was introduced into China, it had been applied to language teaching immediately and gradually subsitute for our traditional teaching methods. This paper ,first of all,introduces Communicative Language Teaching in an all-round way by elaborating the primary principles of communicative language approach from five aspects.Then it go on to deal with the Communicative Approach in China and list some useful class activities that may utilize in the teaching process. At last, the passage also give some comments and suggestions on this approach.Key words:CLT;principle;class activities;evaluation1.IntroductionThe origins of the Communicative Language Teaching are to be found in the changes in the British language teaching tradition dating from the late 1960s. In the late sixties, the current situational approach was questioned. British applied linguistics began to emphasize the fundamental dimension of language teaching at that time- the functional and communicative potential of language. Scholars like Christopher Candlin and Henry Widdowson drew on the work of British functional linguistics such as John Firth, and Halliday, American work in socioliguiticis like Dell Hymes as well as work in philosophy and argue for focus in language teaching on communicative proficiency rather thanon mere mastery of structures.In 1971, a group of experts began to investigate the possibility of developing language courses on a unit-credit system. At that time, Wilkins,a British linguist proposed a functional or communicative syllabus for language teaching. He attempted to demonstrate the systems of meaning that lay behind the communicative uses of language. He described two types of meanings, the notional categories and categories of communicative functions. He had his ideas published in Notional Syllabus (Wilkins 1976).Chomsky had demonstrated, in Syntactic Structures (1957),that the current standard structural theories of language were incapable of accounting for the fundamental characteristic of language--the creativity and uniqueness of individual sentences.Consequently, a new language teaching approach is needed that not only should emphasize on mere mastery of structures but also on communicative proficiency.Communicative Language Approach(CLA) is a system of teaching method that takes language function as the key link to cultivate students’ communicative ability. The theoretical origin of this approach can be traced back to the work of anthropological linguists (e.g. Hymes, 1972) and the functional linguist (e.g. Halliday, 1973), who take the view that language is for interaction and communication and language has functions related to society. In this light, language study has to look at the use(function) of language both in its linguistic and its social or situational text.Communicative Language Teaching (or Communicative Approach) is an approach to foreign or second language teaching which emphasizes that the goal of language teaching is communicative competence. Communicative language teaching can be understood as a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom. Although CLT is regarded by many linguists and teachers as the most effective approach among those currently used in ELT, the question of whether it is adaptable for English language teaching in China is still an controversial issue that has aroused lots of heated discussions.2.Primary Principles of CLACLA has to follow some primary principles, which are illustrated below.2.1 ApproachCLA accepts the structural view of language and added a functional view to it. Structural view focuses on the grammatical forms of language, while the functional view looks at what the structural forms express in specific context. Accordingly, social context is important in deciding whatlinguistic forms to use. In addition, the awareness of culture is viewed as sociocultural competence.2.2 Teacher and student roles in CLA2.2.1 The Role of the TeachersCommunicative language teaching is the generally accepted norm in the field of second language teaching. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning. 2.2.1.1 OrganizerIn the communicative language teaching, the teacher should organize the communicative activities, during which the students can have interactions according to the topics. Consequently, at the beginning of each class, the teacher should design various communicative activities that can arouse students’ interests.2.2.1.2 AdviserDuring the classroom communicative activities, the students may encounter different kinds of expressing difficulties, or sometimes even can not continue their conversation due to the limits of their language skills or lack of certain knowledge. When this happened, the teacher should help the students either by giving them the direct expressing or inspire them to express their ideas in another way.2.2.1.3 Facilitator and ParticipantBreen and Candlin pointed out that in communicative language teaching, there are two important roles the teacher should act as.The first role is to facilitate the communication process between all participants in the classroom, and between these participants and the various activities and texts. The second role is to act as an independent participant within the learning-teaching group. Thelatter role is closely related to the objectives of the first role and arises from it.2.2.2 The Role of the StudentsIn CLT, students practice real-life situations. In these exercises,the goal is for the student to communicate his or her needs and thoughts, without worrying about having perfect grammar.Consequently, in interactive classroom teaching, students can act as the master, cooperator and respondent in the classroom teaching activities.2.2.2.1 ManagerIn CLT, the classroom is like a public place; every student can have a discussion on a certain topic or make a role play according to one situation. CLT can give students access to a chance of free learning. In this kind of class, the learning and communicating of students become an active and meaningful process.2.2.2.2 ParticipantDuring the process of communicative activities, students learn and use language by discussing, communicating and cooperating. That means, the language learning depends on the cooperation with other students. One’s expression or discussion can have an influence on others as well as being inspired by others. Thus, the whole process of learning a language is also the course of cooperation.2.3 The role of learner’s native languageLearner’s language p lays absolutely no role in target language learning for the simple reason that classroom interaction should be conducted entirely in the target language in order to learn the language through genuine communication.2.4 Views on learners’ errorsErrors are regarded as a natural part of language development and are therefore regarded tolerated. Unless an error hinders communication, it is usually not corrected. So with CLA,learners will have ample opportunities in class to share their ideas, opinions and feelings with their peers.2.5 Characteristics of teaching and learning processCLA is most noted for the following features:1) It uses a need-based communicative syllabus, often a functional one. A lesson is usually organized through communicative activities and language functions, from which the necessary linguistic forms and structures, as well as the pragmatic elements of language, will be derived.2) It employs quantity of communicative activities that are purposeful, meaningful and that allow choice: CLA uses almost any activity that engages learners in authentic communication because it is believed that activities that involve real communication promote learning; activities in which language is used for carrying out meaningful tasks promote learning.3) Materials are authentic. CLA considers it very important to choose study material that is authentic from the target language community for the reason that it renders the opportunity for learners to cope with the target language as it is actually used.Generally speaking, major distinctive features concluded by Finocchiaro and Brumfit(1983: 91-3) are that learners learn a language through using it to communicate; authentic and meaningful communication should be the goal of classroomactivities;fluency is an important dimension of communication; communication involves the integration of different language skills; learning is a process of creative construction that involves trial and error.3.Classroom Activities in CLTA wild variety of materials can be used to support communicative approaches to language teaching. The followings are some methods we can utilize during the communicative language teaching.3.1 Scrambled sentencesThe students are given a passage in which the sentences are in ascrambled order. This may be a passage they have worked with or one they have not seen before. They are told to unscramble the sentences so that the sentences are restored to their original order.This type of exercise teaches students about the cohesion and coherence properties of language.3.2 Picture strip storyMany activities can be done with picture strip stories. In the activity, one student in a small group can be given a strip story. He shows the first picture of the story to the other members of his group and asks them to predict what the second picture would look like. An information gap exists-the students in the groups do not know what the picture contained. They have a choice as to what their prediction would be and how they would word it.3.3 Role playRole plays are very important in CLT because they give students an opportunity to practice communicating in different social contexts and in different social roles. Role plays can be set up so that they are very structured or in a less structured way. The latter is more in keeping with CLT, of course, because it gives the students more of a choice.4.the Communicative Approach in ChinaIn the history of EFL teaching, China saw its first movement toward communicative language teaching (CLT) in secondary schools in the early 1990s. In 1992 the State Education Development Commission (SEDC)introduced a functional syllabus that set the goal of communicative teaching and listed the communicative functions to be taught. In the same year, in cooperation with the publisher Longman, the SEDC published a new textbook series for communicative teaching. The syllabus and the textbooks required teachers to teach communicatively in classrooms.The movement toward CLT was not accidental. It came from an educational problem that needed to be solved: the widespread use of the traditional grammar-oriented method. Because teachers focused on grammar and structure, the traditional method produced unsatisfactory teaching results. Students became almost "structurally competent but communicatively incompetent"). Faced with this backward situation, the SEDC felt an urgent need to change.The SEDC is the official authority for setting educational policy. It is the representative of the highly centralized Chinese system of education. Because the SEDC has so much power, it may seem that every teacher would have switched to CLT. However, because CLT was new in every way, it met with considerable resistance from the start. Many teachers tried to change the dominant teaching procedures but quickly got frustrated, lost their initial enthusiasm, and returned to tradition. As a result, CLT did not gain popularity in the early 1990s.The key word underlying the use of CLT was feasibility: Was the use of CLT feasible? Opponents of CLT held that CLT was neither possiblenor feasible in China because of specific conditions there. Proponents argued that CLT was indeed feasible if there was a sweeping change of curriculum. The SEDC authorities supported this favorable view and took some measures to ensure that CLT was used effectively.First, the SEDC authorities suggested using an eclectic method that includes various elements of many methods according to the teachers' actual situation. Teachers were required to use CLT as a main method while accepting elements of other methods. The authorities pointed out that in the mid-1980s some key schools in Beijing and Shanghai had already shown some tendency toward eclecticism, so teachers should follow this trend. An advantage of using an eclectic method was that it could help teach students knowledge of both the language's usage and its use and meet students' differing needs.Second, in the late 1990s the Matriculation English Test (MET), one of the National College Entrance Exams developed by the SEDC, began to include the Language Use Section so that teachers could teach to the test. This section was added to measure the four language skills used for communication and included such elements such as role plays, reading comprehension, and communicative writing. Passing the MET in order to be able to attend colleges and universities is secondary students' most important consideration while learning English. The test has beenidentified as the single most powerful influence in the resistance to innovation in educational practice in China.Third, teacher training was conducted. One reason to reject reform was the inability of the teachers to do their jobs well. Most Chinese teachers, especially those in rural schools, lack a sufficient level of English proficiency. Many teachers attended in-service training in teachers' colleges and normal universities. Apart from learning the English language, teachers also learned about the principles of CLT. Before CLT was introduced into China, not many teachers were familiar with the trends in teaching methodology. As a result of this training, many teachers came to realize that teaching English does not consist only of teaching grammar but that the true mastery of a language involves communicative competence.Fourth, the authorities publicized the advantages of using CLT. For example, CLT views language as a tool for communication, insists that interactional speaking activities in classrooms be instances of real communication, and ensures that students have sufficient exposure to the target language. All these would develop in students an ability to use English for communication. Li (1984), one of the first defenders of CLT in China, argued that using CLT would be of great benefit to students. Her arguments in favor of CLT had a big influence on Chinese teachers' attitudes toward CLT.As a result of these measures, more teachers accepted CLT. In the mid-1990s, "there [was] widespread awareness of more communicative approaches"). The efforts of the educational authorities in China thus had a big influence on EFL teaching, causing CLT to be accepted as the main teaching method in China.The traditional language teaching method has been prevalent in Chinese college English classroom for years. English teaching in China is dominated by teacher-centered and book-centered grammar-translation method. The teacher dominates the classroom by explaining the usage of language during all the class hours with less participation of learners.Some language teachers in China have now realized that learning is for communication. Since CLA came into China in the 1970s, after being studied and practiced for more than twenty years, its fundamental theories and thoughts have been the mainstream that exerts great impacts on the foreign language teaching in China and have been widely used in Chinese English classroom in current days.5.Evaluations of CLTCommunicative Language Teaching focus on student-centered teaching practice. It simulates various situations according to real life, provides opportunities for students to communicate with each other.5.1 The Advantages of CLTThe interaction between teachers and students are greatly enhancedin CLT. One of the obvious characteristic of CLT is that the students are more responsible of their own learning than in a traditional teacher-centered classroom. The relationship between students and teachers is interactive and harmonious.The strong version of communicative approach advances the claim that language is acquired through communication, so that it is merely a question of activating an existing but inert knowledge of the language, but of stimulating the development of the language system itself. Within this version, one uses English to learn it.Communicative language teaching is a new approach in China,it emphasizes on the communicative competence and can stimulate students interest more than traditional teaching methods. However,it also has some shortcomings.5.2 The disadvantages of CLTOverdoing certain CLT features.The weak version of communicative approach stresses the importance of providing learners with opportunities to use their English for communicative purposes and characteristically attempt to integrate such activities into a wider program of language teaching. In the weak version, one learns to use English. Moderation is needed in combination with common sense and a balanced approach.6.Conclusion and SuggestionsToday CLT can be seen as describing a set of core principles aboutlanguage learning and teaching, as summarized above,assumptions which can be applied in different ways and which address different aspects of the processes of teaching and learning. Today CLT continues in its classic form as seen in the huge range of course books and other teaching resources that cite CLT as the source of their methodology. In addition, it has influenced many other language teaching approaches that subscribe to a similar philosophy of language teaching. However, it is faced lotsof challenges.Due to the several challenges which are faced in the CLT,the author believe that first of all, English teachers should continue to learn advanced teaching theory, improve their professional knowledge, know the correct meaning of communicative competence, understanding the substance of CLT , and master the ways and means of teaching. In the teaching process, teachers need to correctly handle the students' ability of listening and speaking and the relationship between reading and writing skills, to encourage students to participate in oral and written communication, not only to meet their current needs and meet the use of English in their future. In addition, teachers have to correct attitude towards grammar teaching in CLT. With the appropriate classroom time to the systematic teaching of grammar knowledge,teachers should provide some meaningful opportunities for students to communicate in the real situation, so that students can learn grammar structures, whiletraining their communicative competence.CLT focuses on teaching students the ability to make comprehensive use of language, the communicative ability as the ultimate goal of teaching. With the development of modern information technology, CLT continues to play an effective and active role. The author believes that CLT is an effective approach to improve the student's speaking ability. In present English teaching in China, Communicative Approach is a widely spread teaching method, but it still needs improving.Some challenges still remain to be tackled.References:[1]Chomsky Syntactic Structures [M].Dutch:Mouton＆CO.,1957.[2]Finocchiaro M,Brumfit C.The Functional-Notional Approach:From Theory to Practice[M].New York:Oxford:Oxford University Press,1983.[3]Larsen-Freeman.Techniques and principles in language teaching[M].Oxford:Oxford University Press,1986.[4]Halliday M A K.Explorations in the Functions of Language [M].London:Edward Arnold,1973.[5]Hymes D.On Communicative Competence[C]//Pride J B,Holmes,1972.[6] Jack C. Richards and Theodore S. Rodgers:Approaches and Methods in Language Teaching. Foreign Language Teaching and Research Press, 2008。
答案二语习得(DOC)
1、第一语言习得和第二语言习得的异同？（1）相同点：（反映了语言习得的普遍规律）A、两种语言的习得都必须具备一定的主观条件和客观条件。
主观：健全的大脑、语言器官；客观：一定的语言环境。
两种语言习得都是主客观条件相互作用的结果。
B、两种语言习得都是为了培养语言的交际能力。
C、两种语言习得都必须掌握语音、词汇、语法等要素和受文化制约的语用规则，都必须形成一定的听说读写技能D、两种语言习得大体上都经过感知、理解、模仿、记忆、巩固和应用阶段。
（2）不同点：A、习得动力不同：儿童是出于本能、生存和发展的需要；成人动机等多方面B、习得的环境和方式不同：儿童是在天然语言环境中习得的，充满感情、有丰富体势语，体现 i+1 式特点的“照顾式”语言，是以交际活动的参加者身份在真实交际中运用第一语言；成人在课堂中习得要从学发音、基本的词汇和语法开始，进展取决于教学计划和老师的指导，缺少真实的交际环境。
C、习得的过程不同儿童从接触实际事物开始，同时建立有关概念（包括时间、地点、空间等）。
语言能力与思维能力同时发展成人要学一种新的表达方式，要经过第一语言的思维，借助已有的系统知识和经验来帮助习得第二语言，有时有益，有时干扰。
D 文化因素的习得不同儿童通过交际自然习得语言的同时也自然习得了文化和社会价值；第二语言习得过程中特别是在非目的语环境中，如果没有专门安排则不一定能同时习得该目的语文化，而且不同文化之间还可能产生文化冲突。
E 主体的生理、心理特点不同第一语言习得过程伴随着学习者的认知、情感、生理等方面的发展变化，而第二语言习得则是在上述变化基本完成以后进行的，两者习得的条件也不同。
成人第二语言习得的特殊规律需要进行充分研究。
2、一个成功第二语言学习者的特点？成功的第二语言学习者应该做到:1.有明确的学习目的目标,有较强的学习动力,有浓厚的学习兴趣,有克服困难的毅力。
2.积极用所学的语言进行交际,不怕犯错误,也就是“脸皮厚”,“不怕丢丑”。
二语习得作业
三、L2 学习者语言变异的研究范式
3.3 双重能力范式(dual competence paradigm)
用心理语言学的方法来解释产生变异的原因； 采用这种范式的学者认为，某些因素影响了学
习者在不同的使用环境下对第二语言知识的掌 握能力； • 如：第二语言学习者的语言中是否存在系统差 异，取决于它是有计划还是无计划的； • 两个研究模式：言语计划模式、言语监控模式
能力连续统范式
3.2.1 拉波夫学派模式
语体（speech styles) ----语言风格连续体(Torane) 变项规则（variable rules）
最早把变项规则分析法（variable rule analysis）应用于SLA语料分 析的是亚当斯和科瓦克 （Adamson& Kovac, 1981）:
二、L2 学习者语言变异的分类
2.1.2 情境变异（正式场合与非正式场合）
He plays basketball.(situation A)
(formal, careful style)
He play_ basketball. (situation B)
(informal, vernacular)
分析了一位33岁西班牙籍蓝领男性工人使用“NO +VERB”和“DON'T VERB”的变项规则；
分析结果表明，在描述特定的因素是如何影响中介语的发展时，利 用变项规则分析法来分析材料是有效的。
能力连续统范式
3.2.2 动态研究模式
内容--（1）语言变化即变异的某个来源 （2）环境权重 （3）代码转换 （4）语法内部变异和自由变异
2.1.3 心理语言环境变异
指学习者言语产出计划的时间，即学习者有多少
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When a Chinese learns English, it is inevitable that his or her mother tongue interferes with English learning; therefore, Chinglish results. Chinese students' English writing has been a hot issue that captures the attention of many English linguists and teachers in China and abroad.Chinglish refers to a type of errors mainly resulting from interference of Chinese language, thought or culture. Chinese and English are two quite different languages that belong to two language families. They are poles apart. However, when Chinese EFL learners study English, they do not lay enough stress on the differences between the two languages. Indeed, a certain amount of Chinglish is inevitable at certain points of the English-learning process. However, it is still one of the stickiest problems that cry out for solution.Although Chinglish is caused by interference of Chinese, we still presents that in English teaching and learning there should be a proper attitude towards Chinese (Chinese learners' first language).1/Compared with theory, practice is even more crucial. To acquire the ability of writing, students should also practice writing as much as possible under the teachers' guidance. After learning and analyzing the texts, the students may have had some ideas of their own; practicing writing at this time may provide them with opportunities to express themselves freely by using the language and the writing skills they have just learnt. We should also Encouraging students to read and listen widely. Writing skill is not independent of other language skills as reading and listening. It should go with reading and listening comprehension. Not only can massive reading and listening help learners accumulate writing sources but it also help to cultivate learners' language intuition. Reading and listening in writing classroom are understood as the appropriate input for acquisition of writing skills./ Krashen(1985) claimed that the development of writing ability and L2 proficiency both occur via comprehensive input with a low affective filter. He also theorized that writing competence derives from large amount of self-motivated reading for interest and/or for pleasure.it is necessary for those EFL learners to change their way of acquiring English vocabulary. Meanwhile, EFL teachers should prepare the students for vocabularyacquisition in an effective way._ First, EFL teachers and learners should lay stress of vocabulary acquisition on a wider range of word meanings instead of merely on the single translation equivalents given in most textbooks. And special attention should be paid to the collocation differences between the two languages in order to reduce the occurrence of Chinglish phenomena.Combining reading teaching with writing teaching in class is an effective way to impress students. Reading, especially intensive reading that is a text-centered course is the most important English course in Chinese university. In addition, for college non-English majors, their second language learning environment is undesirable and their contact with English out of class is very limited. Therefore, reading widely is another way to acquire idiomatic English, by which EFL learners can know more about English-speaking communities and English expressive waysIn effect, language environment is vital to cultivate English learners' habit of thinking and improve their English level. In classroom instruction, EFL teachers should avoid using Chinese, putting discourse teaching and situational language teaching at the first place. Students ought to be given more opportunities to practice oral English as much as possible.Based on the above analysis of Chinglish, it is obvious that Chinglish is non-standard English which is created by the negative transfer of Chinese. When Chinese EFL learners do not fully master English, they tend to use English words to express themselves based on Chinese grammar, sentence pattern or thinking mode. As an interlanguage, Chinglish is unavoidable for Chinese learners of English. It is a sticky problem affecting Chinese EFL learners' writing and crying out for solution. Nevertheless, in the acquisition of English language, both English learners and teachers should have a proper attitude towards Chinglish.On one hand, it reflects that the learners have a desire for English learning and using for it is not a common error, but an active signal. On the other hand, teachers andlearners must realize the seriousness of Chinglish and the necessity of reducing this phenomenon. After all, Chinglish is a kind of pragmatic failure. Some proper and scientific teaching and learning strategies can be used to reduce Chinglish and to improve the efficiency of English learning by EFL learners.From the research we can see that the focus of the present study is the analysis of manifestations and causes of the Chinglish in non-English majors' compositions. In the empirical study, Chinglish was identified and then classified into four categories. The number of Chinglish was counted and the most frequently occurring errors were worked out. After that, Chinglish at each level in terms of its various manifestations was discussed in detail and some causes of Chinglish were found out. In the end, some pedagogical implications on English teaching were proposed. The major findings of the present research are as follows: first, Chinglish exists at all levels of language; second, it is the most obvious in the compositions of non-English majors; third, first language transfer is the main cause of Chinglish in the compositions of non-English majors, but not the sole cause. In addition to first language interference, learners' vocabulary learning behaviors, and their writing strategy, ignorance of cultural factor and thinking modes also account for the occurrence of Chinglish. Furthermore, EFL teachers' teaching method and their competence were also taken into consideration.The findings and analysis above from present research provide a better understanding of Chinglish for both EFL teachers and learners and help to solve some specific problems concerning Chinese non-English majors' English writing. Some pedagogical implications are offered to reduce Chinglish to the greatest extent.However, there are some limitations in this research. Firstly, the number of the subjects involved in this research who are from the same university is not large enough. The research may not cover so many subjects with different English levels. Thus, the data collected may not be universal. Secondly, on account of the limitation of time and experiment and the author's ability, the analysis and classification of Chinglish may be subjective and incomplete.Thirdly, Chinglish is such a complicated phenomenon that the analysis of the causesof Chinglish by the author may be subjective. At the same time, there may be some other causes of Chinglish undetected. Further research can be done to fill up the above defects and have a deeper understanding of Chinglish. It is hoped that in the near future there will be less and less Chinglish in Chinese EFL learners' writings.结尾In the English writing teaching activities, teachers should learn how to analyze the Chinglish in student s’writings, take effective teaching strategy and help students gradually to overcome Chinese negative influences, so as to reduce Chinglish in writing and promote their writing skill.。