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.。
第二语言习得理论与初中英语教学学习总结今天学习了王老师的讲座，虽然认真聆听，但对第二语言习得理论还是有点模糊。
现将所学总结如下，以供以后再深入学习。
二语与外语通用，用于指外语学习。
克拉申的五个假说和Swain 的输出假说学习假说、输入假说、情感过滤假说、输出假说“习得”指以获取信息或以信息交流为目的的语言学习过程，在这一过程中学习者关注的是“意义”而不是“语言形式”。
“学习” 是有意识的语言规则的学习。
1. 词汇习得的过程。
习得对初中英语教学的启示是要适当增加隐性教学的成分（浸泡教学法、交际教学法、自然教学法和任务教学法）1. 输入假说即有效性语言输入（可理解性、趣味性、此时此地原则包括输入的语言信息必须真实即真实的语境和足够的输入量）输入假说对初中英语教学的启示：输入的种类（文本输入、音频输入、视频输入、图片输入、动画输入和演示输入）输入的来源（教材资源、课外资源、教师和学生）输入的分析（分析文本对学生语言能力的要求、分析文本对学生认知能力的要求、分析文本对学生图式的要求）2. 情感过滤假说对初中教学的启示（图式激活、可理解性输入、小组协商、关注阶段性目标、反馈方式适当，通过这样才能创设安全、和谐、愉悦、放松的学习环境）3. 输出假说指新语言的形成是通过不断的尝试、修正完成的；新语言的形成是在信息交流中发生的；新的语言形式是在学习者自身体验中逐步习得的。
它对初中英语教学的启示（设计产出性活动；同伴参与交流、协商；活动应该具有一定的开放性；鼓励学生多次尝试，教师可以提供帮助，但不要限制学生）出现问题的改进建议：活动要有目的性、学生要有交流的需要、对语言有一定的要求。
4. 词语的习得一般经历三个阶段，首先是贴标签，也就是建立概念和所指之间的关系。
这是词汇学习的第一步，学习者必须知道所学词汇的意思、所指，教学中我们让学生说出所给单词的意思，或将图片与英语单词匹配，或让学生用表情、动作表示某个单词的意思，就属于贴标签。
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。
