《应用语言学》（英文版） second language acquisition

Second Language acquisition Five hypotheses about second language acquisition

Second Language Acquisition Five hypotheses about second language acquisition

1.The acquisition-learning distinction 2.The input hypothesis 3. The monitor hypothesis 4.The affective Filter hypothesis 5.The natural order hypothesis

1.The acquisition-learning distinction 2.The input hypothesis 3.The monitor hypothesis 4.The affective Filter hypothesis 5.The natural order hypothesis

ACquisition VS Learning The American sla scholar Stephen Krashen makes the distinction between acquisition and learning. Krashen holds that language acquisition is a subconscious process to acquire a language in natural settings while language learning is a conscious process to obtain a language in school settings

1)Acquisition vs. Learning The American SLA scholar Stephen Krashen makes the distinction between acquisition and learning. Krashen holds that language acquisition is a subconscious process to acquire a language in natural settings, while language learning is a conscious process to obtain a language in school settings

Children obtain their mother tongue not through conscious learning, but the second language, though it can be a acquired in appropriate linguistic context, is usually obtained in non-natural environment through formal instruction and conscious e ar n

Children obtain their mother tongue not through conscious learning, but the second language, though it can be acq uired in appropriate linguistic context, is usually obtained in non-natural environment through formal instruction and conscious l e a r n i n g

Tough Movement rule Move the infinitive after the tough words to the position immediately before the subject ohn is easy to please. John is eager to please To please John is eas y

Tough Movement rule John is easy to please. John is eager to please. Move the infinitive after the “tough” words to the position immediately before the subject. To please John is easy

We walked across the field, carrying heavy equipment Across the field we walked carrying heavy equipment

Across the field, we walked， carrying heavy equipment. We walked across the field, carrying heavy equipment

They didnt walk across the field, carrying heavy equipment Across the field idnt walk carrying heavy ment

They didn’t walk across the field, carrying heavy equipment. Across the field, they didn’t walk, carrying heavy equipment

在否定句中 across导的方 向或目标附加 状语往往是否 定的焦点,通 常不跳出否定 洁构范围之外

在否定句中 ， across引导的方 向或目标附加 状语往往是否 定的焦点 ， 通 常不跳出否定 结构范围之外

In learning, specific grammatical rules are taught to the students 在否定句中, towards引导的方向 或目标附加状语往 往是否定的焦点,通 常都不跳出否定结 构范围之外

在 否 定 句 中 ， towards引导的方向 或目标附加状语往 往是否定的焦点,通 常都不跳出否定结 构 范 围 之 外 。 In learning, specific grammatical rules are taught to the students

The soldiers didn't march towards the fort *Towardsthe fort the soldiers didnt march

The soldiers didn’t march towards the fort. *Towards the fort, the soldiers didn’t march