第二语言习得中的语言能力倾向_学习动机及策略

二语习得三种基本学习策略摘要语言能力和动机是构成影响习得第二语言的效率与水平的主要因素。

但它们又是如何对其产生影响和作用的呢？有一种可能性就是学习者各自使用的学习策略潜移默化的影响。

接下来这篇论文将讨论三种基本的学习策略——视觉学习型，听觉学习型，动觉学习型。

SummaryLanguage aptitude and motivation constitute general factors that influence the rate and level of L2 achievement.But how dose their influence operate?One possibility is that they affect the nature and the frequency with which individual learners use learning strategies.Then,this thesis will talk about the tree main learning strategies--Visual Learner ,Auditory Learner,Kinesthetic Learner.Tree Main Learning StrategiesLearning strategies are the particular approaches or techniques that learners employ to try to learn an L2.They can be behavioural (for example,repeating new words aloud to help you remember them)or they can be mental (for example,using the linguistic or situational context to infer the meaning of a new word).They are typically problem-oriented.That is,learners employ learning strategies when they are faced with some problem,such as how to remember a new word.Learners are generally aware of the strategies they use and,when asked,can explain what they did to try to learn something.Different kinds of learning strategies have been identified.Cognitive strategies are those that are involved in the analysis,synthesis,or transformation of learning materials. An example is recombination', which involves constructing a meaningful sentence by recombining known elements of the L2 in a new way.Metacognitive strategies are those involved in planning, monitoring,and evaluating learning.An example is 'selective attention',where the learner makes a conscious decision to attend to particular aspects of the input.Social\affective strategies concern the ways in which learners choose to interact with other speakers.An example is 'questioning for clarification'（i.e.asking for repetition,a paraphrase,or an example）.There have been various attempts to discover which strategies are important for L2 acquisitions. One way is to investigate how ‘good language leaner’try to learn. This involves identifying learners who have been successful in learning an L2 and interviewing them to find out the strategies that work for them. One of the main findings of such studies is that successful language learners pay attention to both from and meaning. Good language learners are also very active, show awareness of the learning process and their own personal learning styles and, above all, are flexible and appropriate in their use of learning strategies. They seem to be especially adept at using metaconignitive strategies.Other studies have sought to relate learners’ reported use of different strategies totheir L2proficiency to try to find out which strategies are important for language development. Such studies have shown, not surprisingly, that successful learners use more strategies than unsuccessful learners. They have also shown that different strategies are related to different aspects of L2 learning. Thus, strategies that involve formal practice contribute to the development of linguistic competence whereas strategies involving functional practice aid the development of communicative skills. Successful learners may also call on different strategies at different stages of their development. However, there is the problem with how to interpret this research. Does strategy use result in learning or does learning increase learners’ability to employ more strategies? At the moment, it is not clear..An obvious question concerns how these learning strategies relate to the general kinds of psycholinguistic processes discussed in the thesis. What strategies are involved in noticing or noticing the gap, for example? Unfortunately, however, no attempt has yet been made to incorporate the various learning strategies that have been identified into a model of psycholinguistic processing. The approach to date has been simply to describe strategies and quantifying their use.The study of learning strategies is of potential value to language teachers. If those strategies that are crucial for learning can be identified, it may proved possible to train students to use them. We will examine this idea in the broader context of a discussion of the role of instruction in L2 acquisition.Following are tree basic learning strategies:Visual LearnerVisual learning is a teaching and learning style in which ideas, concepts, data and other information are associated with images and techniques.Visual learners prefer to have information presented in graphs, graphic organizers such as webs, concept maps and idea maps, plots, and illustrations such as stack plots and V enn plots, are some of the techniques used in visual learning to enhance thinking and learning skills. Visual learners are said to possess great instinctive direction, can easily visualize objects, and are excellent organizers.Although learning styles have "enormous popularity" and both children and adults express personal preferences, there is no evidence that identifying a student's learning style produces better outcomes, and there is significant evidence that the widespread "meshing hypothesis" (that a student will learn best if taught in a method deemed appropriate for the student's learning style) is invalid. Well-designed studies "flatly contradict the popular meshing hypothesis".The characteristics of the Visual learners:∙Reader/observer∙Scans everything; wants to see things, enjoys visual stimulation∙Enjoys maps, pictures, diagrams, and color∙Needs to see the teacher’s body language/facial expression to fully understand∙Not pleased with lectures∙Daydreams; a word, sound or smell causes recall and mental wandering ∙Usually takes detailed notes∙May think in pictures and learn best from visual display.∙Have a clear view of your teachers when they are speaking so you can see their body language and facial expression∙Use color to highlight important points in text∙Illustrate your ideas as a picture and use mind maps∙Use multi-media such as computers or videos.∙Study in a quiet place away from verbal disturbances∙Visualize information as a picture to aid learning∙Make charts, graphs and tables in your notes.∙Participate actively in class—this will keep you involved and alert∙When memorizing material, write it over and over∙Keep pencil and paper handy so you can write down good ideas.Auditory LearnerAuditory learners are those who learn best through hearing things.They may struggle to understand a chapter they've read, but then experience a full understanding as they listen to the class lecture.. An auditory learner may benefit by using the speech recognition tool available on many PCs.Auditory learners may have a knack for ascertaining the true meaning of someone's words by listening to audible signals like changes in tone. When memorizing a phone number, an auditory learner will say it out loud and then remember how it sounded to recall it.Look over these traits to see if they sound familiar to you. Y ou may be an auditory learner if you are someone who:∙Likes to read to self out loud.∙Is not afraid to speak in class.∙Likes oral reports.∙Is good at explaining.∙Remembers names.∙Notices sound effects in movies.∙Enjoys music.∙Is good at grammar and foreign language.∙Reads slowly.∙Follows spoken directions well.∙Can't keep quiet for long periods.∙Enjoys acting, being on stage.∙Is good in study groups.∙Using word association to remember facts and lines.∙Recording lectures.∙Watching videos.∙Repeating facts with eyes closed.∙Participating in group discussions.∙Using audiotapes for language practice.Taping notes after writing them.Kinesthetic LearnersKinesthetic learners are those who learn through experiencing/doing things. Kinesthetic learning is a learning style in which learning takes by the student actually carrying out a physical activity, rather than listening to a lecture or merely watching a demonstration. It is also referred to as tactile learning. People with a kinaesthetic learning style are also commonly known as do-ers.According to proponents of the learning styles theory, students who have a predominantly kinesthetic learning style are thought to be natural discovery learners: they have realizations through doing, as opposed to having thought first before initiating action. They may struggle to learn by reading or listening.When revising it helps for the student to move around as this increases the students understanding with learners generally getting better marks in exams when they use that style. The kinesthetic learner usually does well in things such as chemistry experiments, sporting activities, art and acting. They also may listen to music while learning or studying. It is common for kinesthetic learners to focus on two different things at the same time. They will remember things by going back in their minds to what their body was doing. They also have very high hand-eye coordination and very quick receptors.Kinesthetic learning is a learning style in which learning takes place by the learner using their body in order to express a thought, an idea or an understanding of a particular concept (which could be related to any field).People with dominant kinesthetic and tactile learning style are commonly known as do-ers. In an elementary classroom setting, these students may stand out because of their constant need to move; high levels of energy which may cause them to be agitated, restless and/or impatient. Kinesthetic learners' short- and long-term memory is strengthened by their use of their own body's movements. They will often remember things by going back in their minds and visualizing their own body'smovements. They may also have high hand-eye coordination and quick receptors.Following are the traits of kinesthetic learner:∙Is good at sports.∙Can't sit still for long.∙Is not great at spelling.∙Does not have great handwriting.∙Likes science lab.∙Studies with loud music on.∙Likes adventure books, movies.∙Likes role playing.∙Takes breaks when studying.∙Builds models.∙Is involved in martial arts, dance.∙Is fidgety during lectures.∙Studying in short blocks.∙Taking lab classes.∙Role playing.∙Taking field trips, visiting museums.∙Studying with others.∙Using memory games.∙Using flash cards to memorize.All above are the learning strategies.But learning styles are various approaches or ways of learning. They involve educating methods, particular to an individual, that are presumed to allow that individual to learn best. Most people prefer an identifiable method of interacting with, taking in, and processing stimuli or information. Proponents say that teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style .The alleged basis and efficacy for these proposals has been extensively criticized. Although children and adults express personal preferences, there is no evidence that identifyinga student's learning style produces better outcomes, and there is significant evidence that the widespread "meshing hypothesis" (that a student will learn best if taught in a method deemed appropriate for the student's learning style) is invalid.Well-designed studies "flatly contradict the popular meshing hypothesis".References1,《第二语言习得》（Second Language Acquisition），Rod Ellis,上海外语教育出版社，2009年2，《认知语言学》（Cognitive Linguistics），王寅，上海外语教育出版社，2007 年3，.。

《第二语言习得研究》重点知识点一、第二语言习得理论1.第二语言习得与第一语言习得的区别：第二语言习得是指学习者在已经掌握第一语言的基础上学习第二语言，与第一语言习得有所不同。

2.共同的习得条件：第二语言习得与第一语言习得都受到认知、社会、情感等多种因素的影响。

3.输入假设：学习者习得第二语言的过程中需要大量的输入来构建语言知识和语言能力。

二、第二语言习得过程1.初始期：学习者对第二语言的习得处于初始阶段，主要表现为对语言规则的不熟悉，需要借助外语教学材料和教师的指导。

2.中期：学习者开始积累语言知识，并能够进行简单的口语表达和书面表达，但仍然存在语法错误和用词不准确等问题。

3.发展期：学习者的语言技能和语言运用能力在这个阶段得到显著提高，能够流利地进行口语交流和书面表达。

4.准母语期：学习者的第二语言已经达到与母语相近的程度，几乎能够毫无困难地实现听、说、读、写等各方面的能力。

三、第二语言习得影响因素1.基础能力：个体的智力、工作记忆、认知能力等对第二语言习得有重要影响。

2.学习策略：学习者在习得第二语言过程中采取的方法和策略也对习得效果产生影响。

3.情感因素：学习者对学习第二语言的情感态度、自信心等情感因素对习得过程产生影响。

4.环境因素：学习者所处的学习环境，包括学校、家庭、社会环境等对第二语言习得有影响。

四、第二语言习得教学策略1.输出与输入平衡：教师应当提供足够的输入，同时鼓励学习者进行口语和书面的输出。

2.合作学习：通过合作学习，学习者能够在与他人进行互动中提高第二语言的流利度和准确度。

3.语境创设：教师可以通过创设各种真实的语言交际情境来提高学习者的第二语言习得效果。

4.个性化教学：教师应根据学习者的个体差异，采取不同的教学策略和方法，满足每个学习者的学习需求。

以上是《第二语言习得研究》的重点知识点。

了解这些知识点能够帮助我们更好地理解学习者在学习第二语言过程中的习得情况，并且在实际的第二语言教学中有所借鉴。

英语教学中的第二语言习得策略在当今全球化的时代，英语作为一门国际通用语言，其重要性日益凸显。

对于许多学习者来说，掌握英语不仅仅是为了满足学业要求，更是为了能够在国际交流、职业发展等方面具备更强的竞争力。

在英语教学中，了解和运用第二语言习得策略对于提高教学效果和学习者的语言能力至关重要。

一、第二语言习得的基本理论第二语言习得是一个复杂的过程，受到多种因素的影响。

其中，克拉申的输入假说和情感过滤假说具有重要的指导意义。

输入假说认为，学习者需要接触大量的可理解性输入，即略高于其现有水平的语言材料，才能有效地习得语言。

这意味着教师在教学中应当提供丰富、多样且难易程度适中的语言输入，例如真实的英语文本、音频和视频材料等。

情感过滤假说则强调学习者的情感因素对语言习得的影响。

焦虑、缺乏自信等负面情感会像过滤器一样阻碍语言输入，而积极的情感状态则有助于学习者更好地吸收语言知识。

因此，营造一个轻松、支持性的学习环境对于促进第二语言习得至关重要。

二、英语教学中的第二语言习得策略1、创造真实的语言环境语言是在特定的环境中使用和习得的。

为了让学习者更好地掌握英语，教师应当努力创造一个真实的语言环境。

这可以通过课堂活动、角色扮演、小组讨论等方式实现。

例如，在教授购物的相关话题时，可以模拟超市的场景，让学生进行实际的购物对话。

此外，利用多媒体资源，如英语电影、歌曲、纪录片等，也能让学生接触到真实的语言使用情境。

2、强调语言输入的质量和数量优质的语言输入是第二语言习得的基础。

教师应选择地道、生动、与时俱进的教材和学习材料，确保学生接触到准确、自然的英语表达方式。

同时，增加语言输入的数量，鼓励学生广泛阅读英语书籍、报纸、杂志，收听英语广播，观看英语电视节目等。

但要注意，输入的内容应与学生的语言水平相适应，避免过于复杂或难以理解的材料。

3、培养学习者的语言输出能力语言输出不仅能够检验学习者对语言知识的掌握程度，还能促进语言的内化和习得。

二语学习动机模式与第二语言习得摘要：学习者差异的研究是第二语言习得研究中的一个重要方面，其中动机是个体差异的重要因素。

本文回顾了几种主要的动机模式，并基于这些理论模式提出了几点如何激发和保持英语学习动机的建议。

关键词：二语习得学习动机动机模式1.引言二语习得研究向着多元化、多层次、多侧面的方向发展。

其中，个体差异及其在二语习得过程中的作用得到了充分重视。

动机是学习者个体差异研究的重要领域，是影响语言学习最具能动性的因素之一。

2.语言学习动机模式学习动机是一种认知和情感的唤醒状态，促使学习者一段时间内付出努力以达成一系列既定目标。

一些学者试图建立动机模式，以尽可能对动机进行全面研究，二语习得模式主要有以下几种：2.1 社会教育模式20世纪50年代以后，gardner & lambert创立了二语学习动机理论，他们提出了动机的社会教育模式。

gardner 认为动机是语言学习的最主要因素，动机包括努力程度、学习意愿和积极的态度，可分为融入型动机和工具行动机。

融入型动机反映了学习者对使用目标语的群体及其文化有着极大的兴趣，并希望自己能融入该群体及文化。

工具型动机范反映的是学习一种新的语言给学习者带来的实际价值和利益。

社会教育模式包括二语习得过程的四个方面：社会环境、个体差异变量、语言学习环境和学习结果。

在此模式中动机被视为语言学习中付出的努力和愿望以及对语言学习的积极态度。

2.2学习动机过程模式dornyei 是把动机过程研究引入二语习得领域的领路人，他认为，二语动机研究中许多争论和分歧很大程度上是由于对时间角度重视不够，二语学习动机研究应当和具体的学习行为和过程相结合，由此，他和otto（1998）构建了基于动机和时间关系的学习动机过程模式。

这一模式最初包括3个层面，即语言层面、学习者层面和学习环境层面。

dornyei首先将动机和具体的学习环境相结合，而且融入了认知心理学的价值观、信念等因素，提出了动机模式三层次说，后来又将这个动机三层次说完善为三的阶段：包括前行动、行动和后行动三个阶段。

论第二语言习得中的习得和动机理论1 简介第二语言习得发生在全世界各个国家，发生在各种国籍、种族、性别、职业甚至年龄的人中间。

出于各种不同的原因，儿童和成人均需要习得不同种类的第二语言。

基于Lightbown & Spada （2006）中关于第二语言习得的理论，本文将讨论关于习得和动机两种理论：学生学习所被教授的内容；在第二语言习得中最重要的成功预测因素是动机。

2 学生学习内容教师对所教授内容有绝对性的更深层次的理解，并且有自己的方法来向学生诠释知识。

通常在学习过程中，需要教授的知识会高于学生现有水平却与之紧紧相关。

教师习惯性认为学生应该能够理解以上被解释的知识。

以下，本文将从第二语言习得理论角度进行理论分析和示例建议。

2.1 “monitor model”理论分析根据Krashen（1982）的“monitor model”，知识输入假设理论是“语言习得会发生在被置于可理解和包含i+1的语言环境当中。

‘i’代表已经习得的语言水平，‘+1’比喻稍高于上述水平的语言知识水平，如单词、语法形式、发音等方面”（Lightbown & Spada， 2006）。

这意味着在教学过程当中教师和学生遇到的知识大多数是被学生所能够理解的“i”，而又不可避免的包含着稍高于学生现实水平的“+1”部分。

如此将两部分结合，才能够让学生不断学习深一层次的知识且自然习得语言。

2.2 “Acquisition-learning hypothesis”理论分析Krashen（1982）的这一理论区分了习得（acquire）和学习（learn）两个词的区别。

当知识被习得时，是指学生不断被置于第二语言的例子当中并通过无意识的关注学习语言形式和规则。

学习是指有意识的对形式和规则的学习。

从教授一门第二语言的角度来说，可理解输入（comprehensible input）是在教材中起主要作用的必需内容，而“+1”知识则需要向学生进行详细解释。

论第二语言习得中的习得和动机理论作者：刘佳敏刘奉君来源：《教育界·下旬》2014年第05期【摘要】本文通过指出两种常见的关于第二语言习得的观点，介绍与第二语言习得相关的习得理论和动机理论，分析了理论的具体内容，提出了“i+1”和合作型活动的教学模式，旨在帮助学生纠正学习第二语言过程当中的错误看法，寻找更加高效的学习方法。

【关键词】第二语言习得 i+1 动机理论合作型1 简介第二语言习得发生在全世界各个国家，发生在各种国籍、种族、性别、职业甚至年龄的人中间。

出于各种不同的原因，儿童和成人均需要习得不同种类的第二语言。

基于Lightbown & Spada （2006）中关于第二语言习得的理论，本文将讨论关于习得和动机两种理论：学生学习所被教授的内容；在第二语言习得中最重要的成功预测因素是动机。

2 学生学习内容教师对所教授内容有绝对性的更深层次的理解，并且有自己的方法来向学生诠释知识。

通常在学习过程中，需要教授的知识会高于学生现有水平却与之紧紧相关。

教师习惯性认为学生应该能够理解以上被解释的知识。

以下，本文将从第二语言习得理论角度进行理论分析和示例建议。

2.1 “monitor model”理论分析根据Krashen（1982）的“monitor model”，知识输入假设理论是“语言习得会发生在被置于可理解和包含i+1的语言环境当中。

‘i’代表已经习得的语言水平，‘+1’比喻稍高于上述水平的语言知识水平，如单词、语法形式、发音等方面”（Lightbown & Spada， 2006）。

这意味着在教学过程当中教师和学生遇到的知识大多数是被学生所能够理解的“i”，而又不可避免的包含着稍高于学生现实水平的“+1”部分。

如此将两部分结合，才能够让学生不断学习深一层次的知识且自然习得语言。

2.2 “Acquisition-learning hypothesis”理论分析Krashen（1982）的这一理论区分了习得（acquire）和学习（learn）两个词的区别。

论二语（外语）学习动机、学习策略和教学法的辩证互动摘要：本文首先探讨了动机对学习策略的影响作用，其次探索了教学法、动机与学习策略三者之间的互动关系，对它们之间螺旋上升的发展过程进行了推导。

文章认为，把握住了这三者之间的良性互动，二语水平可以得到提高。

二语学习教学法学习动机学习策略良性互动引言1975年，Rubin在“What The Good Language Learner Can Teach Us”（《优秀的语言学习者教给了我们什么》）一文中总结了优秀语言学习者的数条策略，认为这些策略是有效促进语言学习的“正能量”，值得推广。

自此，语言学习策略研究逐步在全球二语学界展开。

目前，多数策略研究旨在探究“优秀语言学习者使用的优秀策略”，“语言学习成就和学习策略使用的关系”，“不同语言技能领域的策略使用”，“语言学习策略选择和使用频度的各种影响因素”，“策略训练的有效方式”，等等。

研究发现，尽管所有的语言学习者在一定程度上运用了学习策略，但是在各种影响条件下，不同的群体和个体在策略的类别选择和使用频度上具有较大的差异。

基于此，“对于策略选择和使用频度的各种影响因素”成了策略研究者们最为青睐的研究领域之一。

在各种影响条件中，学习动机是一个重要因素。

作为第二语言的研究者和教学人员，我们一方面要积极回顾相关研究文献，探讨和思索动机对学习策略的影响作用。

另一方面，应巧妙利用各种教学法激发学习动机，改善学习策略的应用效果，引导学习者取得二语学习的成功。

一、动机与学习策略的关系研究动机是实现某种行为的内在动因及为达到目标而具备的心理状态。

语言学习动机是语言学习成功的一个关键影响因素。

研究者对二语学习动机的类型划分有不同的看法，最为策略研究者感兴趣的是“综合性动机”和“工具性动机”两种类型。

前者主要是出于兴趣、居住或者生活等原因而学习二语的动机；后者主要是出于考试、短暂性交流和专业研究等原因而学习二语的动机。

动机的“强度”对二语学习策略选择和使用的影响如何？动机的“类型”对二语学习策略选择和使用的影响如何？动机、学习策略与教学法之间的互动是如何实现的？这些问题一直都是策略研究者们的兴趣所在。

浅谈学习第二语言的心理因素学习第二语言是现代社会的一项常见事业，但这项事业并不容易实现。

事实上，学习第二语言（或外语）可能会遇到许多困难，包括语言能力、學習环境、文化背景等方面的障碍，这些都需要深入探讨。

在本文中，我们将讨论学习第二语言的心理因素，通过了解这些因素，帮助想成为流利第二语言使用者的人更好地理解自己的心理状态，更有效地应对相关难题。

1. 自信心自信心对于学习第二语言是至关重要的。

学习者的自信心随着时间逐渐增加，学习成果也会有所提高。

然而，一些困难、失误、挫折而导致的自卑感可能会影响学习效果，甚至最终放弃学习。

因此，学习者应该积极思考和感知自己的成功和努力，而不是沉溺于失败和不足感之中。

同时，要学会从错误中及时振作、修正，并吸取教训。

2. 学习动机学习动机是指学习者的个人动机、兴趣和目标。

学习者要明确自己的学习目标和动机，并有计划、有目的地努力达到目标。

同时，学习者应该积极保持对学习内容的兴趣，发掘自己的学习动力，回顾自己取得的进展和成功，这将给学习者增加自信和动力。

3. 身份认同4. 有效学习策略学习策略是指在学习过程中采取的最佳学习方法，该方法对于学习效果起着关键作用。

学习者应该寻找有效的学习策略，以充分利用所用时间和精力。

如有些学习者可以通过制定计划和策略来加强记忆，并创建学习日志以跟踪自己的进度。

学习第二语言的困难和挑战不可避免，需要不断克服和突破。

上述心理因素为学习第二语言的个人心理状态提供了重要指导。

学习者必须大胆面对挫折和困难，并在心理上保持积极、信心和动力，以实现学习目标。

幼儿的二语习得策略与方法在当今全球化的时代，掌握多种语言已经成为一种优势。

对于幼儿来说，尽早开始学习第二语言有着诸多益处。

如何帮助幼儿有效地进行二语习得呢？让我们一起来探讨一下其中的策略与方法。

一、创造丰富的语言环境幼儿的语言学习很大程度上依赖于周围的语言环境。

要为幼儿创造一个充满第二语言的环境，可以通过多种方式来实现。

比如，在家中播放第二语言的歌曲、故事、动画片等，让幼儿在轻松愉快的氛围中接触和熟悉这门语言。

家长也可以尝试用简单的第二语言与幼儿交流，即使幼儿一开始可能不太理解，但这种持续的输入会逐渐在他们的脑海中留下印象。

在幼儿园或学校里，教师也应该尽量多地使用第二语言进行教学和日常交流。

可以布置一些与第二语言相关的环境装饰，如张贴单词卡片、图片等，让幼儿随时都能看到、接触到第二语言。

二、趣味互动教学幼儿的注意力容易分散，所以教学方法必须充满趣味性。

游戏是幼儿最喜欢的活动之一，通过设计各种与语言学习相关的游戏，可以极大地提高他们的学习兴趣和积极性。

例如，单词卡片游戏，教师或家长说出一个单词，让幼儿找出对应的卡片；或者进行角色扮演游戏，让幼儿在特定的场景中运用第二语言进行交流。

还可以利用拼图、积木等玩具，在玩耍的过程中融入第二语言的元素，让幼儿在不知不觉中学习。

三、故事与绘本故事和绘本是幼儿语言学习的绝佳素材。

选择适合幼儿年龄段的第二语言绘本，与他们一起阅读，不仅可以培养阅读习惯，还能帮助幼儿理解语言的情境和用法。

在阅读过程中，家长或教师可以用生动的语言讲述故事，引导幼儿观察图片，理解故事内容。

可以就故事中的情节、人物等与幼儿进行互动交流，鼓励他们用第二语言表达自己的想法和感受。

四、模仿与重复幼儿具有很强的模仿能力，他们通过模仿成人的语言和行为来学习。

在二语习得过程中，要充分利用这一特点。

教师和家长要不断地重复正确的语言表达，让幼儿跟着模仿。

可以从简单的单词、短语开始，逐渐过渡到句子。

通过反复的模仿和练习，幼儿会逐渐掌握正确的发音和语法。

第二语言习得复习资料一、引言第二语言习得是一门研究人们如何学习和掌握除母语以外的语言的学科。

对于许多学习者来说，掌握一门第二语言不仅能够拓宽交流渠道，还能增加个人的文化视野和职业发展机会。

在这篇复习资料中，我们将系统地探讨第二语言习得的相关重要内容。

二、第二语言习得的理论基础（一）行为主义理论行为主义理论认为，语言学习是一种习惯的形成。

通过不断的刺激反应强化过程，学习者逐渐养成正确的语言使用习惯。

例如，反复练习某个语法结构或单词，在得到正确的反馈和强化后，就能熟练掌握。

（二）认知理论认知理论则强调学习者的内在认知过程。

认为学习者通过对语言规则的理解、归纳和推理来学习语言。

他们会主动构建语言知识体系，而不仅仅是被动地接受外界的刺激。

（三）社会文化理论社会文化理论关注语言学习所处的社会和文化环境。

认为语言学习是通过与他人的互动和参与社会文化活动实现的。

学习者在真实的交际情境中，借助他人的帮助和指导，逐渐发展语言能力。

三、第二语言习得的关键因素（一）语言输入丰富、准确、可理解的语言输入对于第二语言习得至关重要。

这包括听、读等多种形式的输入。

例如，听英语广播、阅读英语书籍等。

（二）语言输出学习者不仅要接受输入，还需要有机会进行语言输出，如说、写。

通过输出，学习者能够检验自己的语言知识，发现不足并加以改进。

（三）学习动机强烈的学习动机能够推动学习者积极投入学习。

动机可以是内在的，如对语言本身的兴趣；也可以是外在的，如为了通过考试或获得工作机会。

（四）学习策略有效的学习策略能够提高学习效率。

比如记忆策略、认知策略、元认知策略等。

学习者要学会根据自己的情况选择和运用合适的策略。

四、第二语言习得的阶段（一）初始阶段在这个阶段，学习者通常对第二语言的语音、词汇和基本语法有初步的了解和接触，但使用能力有限。

（二）中级阶段学习者能够进行简单的交流，掌握更多的语法和词汇，但在表达上可能还存在一些错误。

（三）高级阶段学习者能够较为流利和准确地运用第二语言进行交流，对语言的理解和运用达到较高水平。

二语习得三种基本学习策略摘要语言能力和动机是构成影响习得第二语言的效率与水平的主要因素。

但它们又是如何对其产生影响和作用的呢？有一种可能性就是学习者各自使用的学习策略潜移默化的影响。

接下来这篇论文将讨论三种基本的学习策略——视觉学习型，听觉学习型，动觉学习型。

SummaryLanguage aptitude and motivation constitute general factors that influence the rate and level of L2 achievement.But how dose their influence operate?One possibility is that they affect the nature and the frequency with which individual learners use learning strategies.Then,this thesis will talk about the tree main learning strategies--Visual Learner ,Auditory Learner,Kinesthetic Learner.Tree Main Learning StrategiesLearning strategies are the particular approaches or techniques that learners employ to try to learn an L2.They can be behavioural (for example,repeating new words aloud to help you remember them)or they can be mental (for example,using the linguistic or situational context to infer the meaning of a new word).They are typically problem-oriented.That is,learners employ learning strategies when they are faced with some problem,such as how to remember a new word.Learners are generally aware of the strategies they use and,when asked,can explain what they did to try to learn something.Different kinds of learning strategies have been identified.Cognitive strategies are those that are involved in the analysis,synthesis,or transformation of learning materials. An example is recombination', which involves constructing a meaningful sentence by recombining known elements of the L2 in a new way.Metacognitive strategies are those involved in planning, monitoring,and evaluating learning.An example is 'selective attention',where the learner makes a conscious decision to attend to particular aspects of the input.Social\affective strategies concern the ways in which learners choose to interact with other speakers.An example is 'questioning for clarification'（i.e.asking for repetition,a paraphrase,or an example）.There have been various attempts to discover which strategies are important for L2 acquisitions. One way is to investigate how ‘good language leaner’try to learn. This involves identifying learners who have been successful in learning an L2 and interviewing them to find out the strategies that work for them. One of the main findings of such studies is that successful language learners pay attention to both from and meaning. Good language learners are also very active, show awareness of the learning process and their own personal learning styles and, above all, are flexible and appropriate in their use of learning strategies. They seem to be especially adept at using metaconignitive strategies.Other studies have sought to relate learners’ reported use of different strategies totheir L2proficiency to try to find out which strategies are important for language development. Such studies have shown, not surprisingly, that successful learners use more strategies than unsuccessful learners. They have also shown that different strategies are related to different aspects of L2 learning. Thus, strategies that involve formal practice contribute to the development of linguistic competence whereas strategies involving functional practice aid the development of communicative skills. Successful learners may also call on different strategies at different stages of their development. However, there is the problem with how to interpret this research. Does strategy use result in learning or does learning increase learners’ability to employ more strategies? At the moment, it is not clear..An obvious question concerns how these learning strategies relate to the general kinds of psycholinguistic processes discussed in the thesis. What strategies are involved in noticing or noticing the gap, for example? Unfortunately, however, no attempt has yet been made to incorporate the various learning strategies that have been identified into a model of psycholinguistic processing. The approach to date has been simply to describe strategies and quantifying their use.The study of learning strategies is of potential value to language teachers. If those strategies that are crucial for learning can be identified, it may proved possible to train students to use them. We will examine this idea in the broader context of a discussion of the role of instruction in L2 acquisition.Following are tree basic learning strategies:Visual LearnerVisual learning is a teaching and learning style in which ideas, concepts, data and other information are associated with images and techniques.Visual learners prefer to have information presented in graphs, graphic organizers such as webs, concept maps and idea maps, plots, and illustrations such as stack plots and V enn plots, are some of the techniques used in visual learning to enhance thinking and learning skills. Visual learners are said to possess great instinctive direction, can easily visualize objects, and are excellent organizers.Although learning styles have "enormous popularity" and both children and adults express personal preferences, there is no evidence that identifying a student's learning style produces better outcomes, and there is significant evidence that the widespread "meshing hypothesis" (that a student will learn best if taught in a method deemed appropriate for the student's learning style) is invalid. Well-designed studies "flatly contradict the popular meshing hypothesis".The characteristics of the Visual learners:∙Reader/observer∙Scans everything; wants to see things, enjoys visual stimulation∙Enjoys maps, pictures, diagrams, and color∙Needs to see the teacher’s body language/facial expression to fully understand∙Not pleased with lectures∙Daydreams; a word, sound or smell causes recall and mental wandering ∙Usually takes detailed notes∙May think in pictures and learn best from visual display.∙Have a clear view of your teachers when they are speaking so you can see their body language and facial expression∙Use color to highlight important points in text∙Illustrate your ideas as a picture and use mind maps∙Use multi-media such as computers or videos.∙Study in a quiet place away from verbal disturbances∙Visualize information as a picture to aid learning∙Make charts, graphs and tables in your notes.∙Participate actively in class—this will keep you involved and alert∙When memorizing material, write it over and over∙Keep pencil and paper handy so you can write down good ideas.Auditory LearnerAuditory learners are those who learn best through hearing things.They may struggle to understand a chapter they've read, but then experience a full understanding as they listen to the class lecture.. An auditory learner may benefit by using the speech recognition tool available on many PCs.Auditory learners may have a knack for ascertaining the true meaning of someone's words by listening to audible signals like changes in tone. When memorizing a phone number, an auditory learner will say it out loud and then remember how it sounded to recall it.Look over these traits to see if they sound familiar to you. Y ou may be an auditory learner if you are someone who:∙Likes to read to self out loud.∙Is not afraid to speak in class.∙Likes oral reports.∙Is good at explaining.∙Remembers names.∙Notices sound effects in movies.∙Enjoys music.∙Is good at grammar and foreign language.∙Reads slowly.∙Follows spoken directions well.∙Can't keep quiet for long periods.∙Enjoys acting, being on stage.∙Is good in study groups.∙Using word association to remember facts and lines.∙Recording lectures.∙Watching videos.∙Repeating facts with eyes closed.∙Participating in group discussions.∙Using audiotapes for language practice.Taping notes after writing them.Kinesthetic LearnersKinesthetic learners are those who learn through experiencing/doing things. Kinesthetic learning is a learning style in which learning takes by the student actually carrying out a physical activity, rather than listening to a lecture or merely watching a demonstration. It is also referred to as tactile learning. People with a kinaesthetic learning style are also commonly known as do-ers.According to proponents of the learning styles theory, students who have a predominantly kinesthetic learning style are thought to be natural discovery learners: they have realizations through doing, as opposed to having thought first before initiating action. They may struggle to learn by reading or listening.When revising it helps for the student to move around as this increases the students understanding with learners generally getting better marks in exams when they use that style. The kinesthetic learner usually does well in things such as chemistry experiments, sporting activities, art and acting. They also may listen to music while learning or studying. It is common for kinesthetic learners to focus on two different things at the same time. They will remember things by going back in their minds to what their body was doing. They also have very high hand-eye coordination and very quick receptors.Kinesthetic learning is a learning style in which learning takes place by the learner using their body in order to express a thought, an idea or an understanding of a particular concept (which could be related to any field).People with dominant kinesthetic and tactile learning style are commonly known as do-ers. In an elementary classroom setting, these students may stand out because of their constant need to move; high levels of energy which may cause them to be agitated, restless and/or impatient. Kinesthetic learners' short- and long-term memory is strengthened by their use of their own body's movements. They will often remember things by going back in their minds and visualizing their own body'smovements. They may also have high hand-eye coordination and quick receptors.Following are the traits of kinesthetic learner:∙Is good at sports.∙Can't sit still for long.∙Is not great at spelling.∙Does not have great handwriting.∙Likes science lab.∙Studies with loud music on.∙Likes adventure books, movies.∙Likes role playing.∙Takes breaks when studying.∙Builds models.∙Is involved in martial arts, dance.∙Is fidgety during lectures.∙Studying in short blocks.∙Taking lab classes.∙Role playing.∙Taking field trips, visiting museums.∙Studying with others.∙Using memory games.∙Using flash cards to memorize.All above are the learning strategies.But learning styles are various approaches or ways of learning. They involve educating methods, particular to an individual, that are presumed to allow that individual to learn best. Most people prefer an identifiable method of interacting with, taking in, and processing stimuli or information. Proponents say that teachers should assess the learning styles of their students and adapt their classroom methods to best fit each student's learning style .The alleged basis and efficacy for these proposals has been extensively criticized. Although children and adults express personal preferences, there is no evidence that identifyinga student's learning style produces better outcomes, and there is significant evidence that the widespread "meshing hypothesis" (that a student will learn best if taught in a method deemed appropriate for the student's learning style) is invalid.Well-designed studies "flatly contradict the popular meshing hypothesis".References1,《第二语言习得》（Second Language Acquisition），Rod Ellis,上海外语教育出版社，2009年2，《认知语言学》（Cognitive Linguistics），王寅，上海外语教育出版社，2007 年3，.。

第二外语课堂学习风格及策略
第二外语课堂学习风格及策略是指学习者在学习第二外语时所采取的方法、技巧和策略。

第二外语学习的风格和策略包括：
一、学习目标的明确：学习者应该明确自己的学习目标，以便确定学习的方向，有效地安排学习时间，并在学习过程中不断检查自己的进度。

二、积极参与：学习者应该积极参与课堂活动，多与老师和同学交流，分享自己的学习心得，借鉴他人的经验，以便更好地理解课文。

三、多练习：学习者应该多做练习，熟悉语法和词汇，多口语练习，以便更好地掌握语言的运用。

四、多参加活动：学习者应该多参加各种活动，如参加英语俱乐部，参加英语比赛，参加英语角等，以便提高英语水平。

五、自我检查：学习者应该定期对自己的学习情况进行检查，及时发现自己的不足，制定补救措施，以便及时调整学习策略。

二语学习主要个体差异因素及学习与教学策略一、引言二语学习是指在第一语言以外学习的语言，随着全球化的发展和多元文化的交流，二语学习者越来越多。

然而，二语学习者之间存在较大的个体差异，这些差异可能会影响他们的学习效果。

因此，探讨二语学习的主要个体差异因素以及学习与教学策略显得尤为重要。

二、二语学习的主要个体差异因素1.年龄年龄是影响二语学习的重要因素之一。

研究表明，儿童较成年人容易掌握语音、语法等语言结构，并能很快形成正常的语言习惯，成人学习二语时与其母语系统的差异会对其学习造成一定的影响。

2.语言能力与习惯二语学习者的语言能力和母语习惯也会影响其二语学习效果。

如在二语学习的过程中，如果学生的语言能力较差或者母语习惯强，那么他们在学习新语言时可能会出现一定的困难，需要调整自己的学习习惯。

3.认知能力二语学习过程需要思考与记忆，因此学习者的认知能力也是影响学习效果的重要因素。

一些学习者可能因为自身认知能力的不同，在语言学习的过程中表现出不同的能力和方式。

4.学习动机和学习策略学习动机和学习策略是影响语言学习成效的重要因素。

学生是否有积极的学习动机，以及他们使用的学习策略是否恰当，也会对二语学习效果产生影响。

三、二语学习的教学策略1.教师掌握二语教育学科知识教师需要能够了解二语学习者的背景，以及其个人差异和需求。

针对不同学生的情况，教师需要有相应的教学策略，提供及时的反馈和指导，帮助学生解决学习中遇到的困难。

2.使用多媒体教学多媒体教学是一种有效的教学方式，可以增强教学的互动性与趣味性。

教师可以使用多媒体教学工具，向学生展示有趣的图片、视频和语言材料，以此吸引学生的注意力和兴趣，提高学习效果。

3.培养学生自主学习能力培养学生的自主学习能力是一个长期的过程。

在教学过程中，教师应该更多地引导学生探索学习的方法和策略，激发学习兴趣，同时鼓励学生发掘自身的潜力，不断提高学习能力，实现他们的学习目标。

四、结论以上所述，二语学习中的个体差异是影响二语学习效果的主要因素之一，教学中应针对不同学生的情况制定相应的教学策略，加强学生自主学习能力的培养，最终提高学习效果。

浅析二语习得中动机的激发策略语言习得具有较强的实践性，同时它也属于一项系统性的工程，在外语学习的过程中学习的动机直接关系到对语言输入的强烈性，以及语言学习的愿望，学习动机的明确性与学习者的成绩也息息相关。

动机是激发和维持个体进行活动并且保证活动向着正确目标进行的一种驱动力。

人们已经意识到在语言学习的过程中，情感因素的掺杂以及动机和态度对学习效率的影响是非常重要的。

1.二语习得过程中动机的重要性学习动机是促使学习认真学习的内部动力，任何影响学习的因素都可以分为智力因素和非智力因素两种，动机在各种非智力因素中占有重要的地位，甚至可以说是处于核心地位，对于学习者自身而言直接起到促进性的作用，在学习的过程中如果能够正确的培养并且激发学生的学习动机，就可以保证其在同等智力的条件下充分的发挥他们学习的潜能，这样他们在学习的成绩和能力上都会有一个非常的提高。

很多学者都认同一种说法，就是在第二语言学习的过程中，学习学习的结果更加取决于学生的能力和动机，而不是取决于教学方法，由此可见动机在二语习得中的重要地位。

总之，在二语习得的过程中动机的激发是及其重要的，为了提高学生的学习效果，教师应该通过科学的教学方式帮助学生了激发自己的学习动机，提高学习效率，达到学习目标。

2.二语习得中动机的激发策略2.1激发二语习得动机的原则在二语习得过程中，动机对于学生的学习而言是非常重要的，因此合理的激发学生的学习动机是重要的，在语言学习过程中对学生也会产生促进作用。

激发动机应该讲求原则，不能够为了达到目的而失去原则，首先应该做到的就是利用学生的需要和内部的动力，只有掌握了学生的需求，并且了解其内部动力的来源，才能够设计合理的方法激发他们二语习得的动机。

其次，教师在教学的过程中应该增加课堂的丰富性，使教学内容丰富多彩，吸引学生们学习，增强他们的学习兴趣，教师在教学的过程中通过对学生的了解，可以为他们建立可行的目标，并且通过阶段性的教学帮助他们逐步实现。

学习动机与二语习得
在二语习得中，动机是一个强大的情感变量，它对第二语言的学习有很大的影响，动机受多诸多因素的影响，如自我意识、学习者对第二语言的情感和。

态度以及社会环境和需求等。

本文提出了一些激发学生动机的策略，希望对各位英语教师有所帮助。

近年来，英语学习动机的研究越来越受到教育界的重视，人们已经开始认识到它在英语学习中的重要作用。

在二语习得过程中，动机是一个比较重要的情。

感变量，与第二语言的成就和水平呈正相关，动机较强的学习者在学习中比较活跃，动机不足的学习者则较容易引起课堂骚乱。

对英语教师来说，在了解学生的学习动机的情况下，才能采取与之相应的教学策略来提高教学质量。

在本文中，我首先介绍了动机的定义和分类，其次介绍了二语学习过程中动机的影响因素和重要性，同时提出一些激发学习者动机的策略。

154文|吴莹 张晓娟浅析第二语言学习者情感因素及学习策略浅谈摘要：第二外语学习教学的成效取决于多种因素，从学习者的个体差异来看可分为生理、认知和情感因素这三类。

本文根据作者的第二语教学经验从情感因素中动机、性格、焦虑等几个方面入手展开分析，目的在于探索学习者的情感因素对第二语言学习策略的影响。

关键词：情感因素；第二外语第二外语学习教学一直从思想上和方法上都在不断的发生转变，因此在大学第二外语学习教学中应做出与时俱进的相应调整。

从心理学角度来看，情感因素在语言学习过程和效果上都是关键因素之一。

但由于学习者的个体差异、认知能力等方面的不同，相应的研究随之也变得越发重要，以下就此方面简单地进行分析。

一、情感因素的基本分类及其对第二外语学习的影响总的来说，情感指的是大脑皮层对所传来的外界刺激所进行的过滤和筛选。

而情感因素指的是情感的内含成分。

在语言教学中，影响语 言学习的情感因素很多，相应的不同的情感因素对第二外语学习产生各种影响。

1、动机动机是激励人去行动的内部动因和力量（包括个人的意图、愿望等等），它是个体发动和维持行动的一种心理状态。

动机是影响第二语言习得的主要情感因素。

第二外语学习动机表现在对外语学习的强烈求知欲。

学习一门外语首先就应该具备这一动机，只有拥有这种积极、能动的学习心理状态，才能直接、有效的推动外语学习。

在教学过程中作者发现拥有这种积极情感因素的学习者能产生极大的学习积极性和主动性，在学习中出现困难时，也能更快的重整旗鼓，调整状态，最终达到预期的学习目的；而与此相反，缺乏动机的人往往在学习过程中容易半途而废，学习效果较差。

2、焦虑焦虑是在教学过程中很常见的一种心理状态，主要表现为在语言习得过程中学习者的不安、烦躁和害怕犯错反应，与自我怀疑、忧虑、紧张不安、失意、等不良感觉有关。

在外语学习中的焦虑有不同的类型，比如在进行交际，和交际过程中产生的焦虑，原因多样，比如学习者自身的个性和不同学习习惯，课堂教学活动方法的不当等等；有些学习者在面临考试时，害怕在学习过程中受挫，得到负面评价，从而产生焦虑情绪，因为他们害怕进行失败体验。