从外语教学法角度浅析外语学习.docx

从外语教学法角度浅析外语学习 　　1.Introduction 　　Language input plays an important and significant role in language acquisition and language learning which also includes second language acquisition (SLA). Pienemann’s Teachability Hypothesis analyzes the importance of input by language learners. The main content of this hypothesis is as follow: “An L2 structure can be learned from instruction only if the interlanguage is close to the point when this structure is acquired in the natural setting” (Pienemann, 1984). Namely, language acquisition depends on the external and internal factors by learners. But a number of teaching practices show that learners do not make great process in language acquisition by effective teaching countermeasures. Aiming to find the causes of ineffective teaching and relevant strategies, this paper makes an analysis according Teachability Hypothesis. 　　2.Factors affecting in language learning 　　The external and internal factors like two sides of one coin, they are interacted on each other in language learning. The external factors can generally be divided into psychological factors and social factors while the internal factors include such as personality, biological capacity, motivation, education and so forth. The amount of effect of any external factors for learners will be constrained by their learnability. Language acquisition will only be successfully taught when learners are psycholinguistically ready to learn it. On the contrary, if learners do not ready for language acquisition, the teaching will be ineffective. When learners want to acquire language structure, the internal factors play an important role in language learning, while teaching will only promote the learning process as an external factor when it inputs the materials properly and timely. 　　3 The importance of the stages of language acquisition 　　Pienemann (1998) also predicts that stages of acquisition cannot be skipped through formal instruction. In x, x+1, x+2, x+3…… x+n. There are five or more stages in language acquisition development. Each stage reflects the language level of learners and only the comprehensive input conform to the stages of learners can be acquired. 　　In addition, successful learning of structures fails to transpire unless the learner has learned to produce structures belonging to the previous stage. In other words, teachers must know the L2 levels and stages of every students and give some proper instruction or feedback. Because the level of language learners are presented as a possible factor for consideration as different types of language and strategies may be more useful for learners at various times of their language learning development (Natacha,2012). Students can be given more opportunities by teachers who are exposed their second language in different discourses and environments, since teachability hypothesis also maintains that learner’s readiness to acquire is a critical determining factor. 　　4 Findings 　　4.1 Learner-centeredness 　　Constructing learner-centered classroom will undoubtedly assist teachers to understand how to teach. As Nunan (2002) indicates, humanism and experiential learning approaches have contributed to the emergence of some of the most crucial and influential ideas in language teaching comprising communicative language teaching, task-based language teaching, negotiated curricula and learner-centered instruction. In learner-centered instruction, the teacher’s role shifts from provider of information to the facilitator of the learning process through various methods of teaching (Blumberg P,2008). However, L2 teaching faces a series of abnormal phenomena, such as “consuming but low efficiency”, “mute English”, or “high grades but low competency”. The L2 learning is a low and laborious process. Teachers prefer to construct a teacher-centered classroom and impart language knowledge such as lexicology, grammar, syntax and so forth, but not the cultural background of English-speaking countries to students, and neglect train students’ language skills and communicative abilities. Students are in passive acceptance condition. 　　Teachers do not take into consideration the stage of language acquisition for students and constantly input English knowledge. The opportunities of reading and listening practices are more than writing and speaking. On the other hand, students lack the language exposure to interaction, output and feedback from teachers. These features are typical teacher-centered, but not learner-centered. Knoch (2014) makes a study whether the writing of undergraduate ESL students develop after one year in an English-medium university. This study has shown the students perceive the lack of corrective feedback as a sign that they need to improve. Namely, from a psycholinguistic perspective, the corrective feedback is an indispensable method which can be useful for learners to understand the adequacy and accuracy during language learning process.