圣才电子书 www.100xuexi.com 十万种考研考证电子书、题库视频学习平台 第1章 第二语言学习与语言教学
1.1 复习笔记
本章要点：
1. Second language 第二语言 2. Multi-competence 多语能力
3. L2 learning research 第二语言学习的研究
本章考点：
1. 第二语言学习的研究对语言教学的贡献 (1) 学生对学习的贡献：性格和思想、学习方法；
(2) 教学方法和技巧：教学方法体现出第二语言学习观，教学技巧是否有效与许多因素有关；
(3) 语言教学的目标：总的教育目标（帮助人更好地思考，欣赏文学，提高学习者的自我意识和成熟度，了解其他文化和民族，与外国人交流），社会和个人的需要，多角度认识课堂。
2. 第二语言学习的研究的独立性 (1) 重要概念：第二语言，多语能力；
(2) 独立性：语言教学，第一语言的习得和迁移，独立的语言系统； (3) 技术分析：背景假设，语言输入，活动。
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圣才电子书 www.100xuexi.com 十万种考研考证电子书、题库视频学习平台 本章内容索引：
I. Contributions of L2 learning research 1. The students’ contribution to learning 2. Teaching methods and techniques 3. The goals of language teaching
II. The independence of L2 learning research 1. Language teaching 2. L1 acquisition 3. Transfer of the L1
4. Independent language systems 5. Technique analysis
I. Contributions of L2 learning research （第二语言学习的研究的贡献） 1. The students’ contribution to learning （学生对学习的贡献）
L2 learners have fully formed personalities and minds when they start learning the L2, and these have profound effects on their ways of learning and on how successful they are. The different ways in which students tackle learning also affect their success.
开始学习第二语言的时候，第二语言学习者有自己的性格和思想，这对他们的学习方式和学习效果有重要影响。学生的学习方法也会影响他们的学习效果。 2. Teaching methods and techniques （教学方法和技巧）
Teaching methods usually incorporate a view of L2 learning, whether implicitly
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圣才电子书 www.100xuexi.com 十万种考研考证电子书、题库视频学习平台 or explicitly.
The reasons why a teaching technique works or does not work depend on many factors.
教学方法能体现或暗含第二语言学习观。 教学手段是否有效与许多因素有关。
3. The goals of language teaching （语言教学的目标）
The reasons why the second language is being taught depend upon overall educational goals. For example, brain-training and logical thinking, appreciation of serious literature, the student’s increased self-awareness, appreciation of other cultures and races, communication with people in other countries.
It is for the society or the individual student to decide the goals of language teaching. The needs of society and of the individual should be balanced.
Teachers also need to see the classroom from many angles, not just from that of L2 learning research.
总的教育目标涵盖了第二语言的教学。比如，提高思维能力，欣赏文学，提高学习者的自我意识，了解其他文化和民族，与外国人交流。
语言教学的目标是由社会或个人所决定的。要权衡社会和个人的需要。 教师也要多角度地认识课堂，而不只是从研究第二语言学习的角度。
II. The independence of L2 learning research （第二语言学习的研究的独立性）
Second language is a language acquired by a person in addition to his mother tongue.
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圣才电子书 www.100xuexi.com 十万种考研考证电子书、题库视频学习平台 Multi-competence is the knowledge of more than one language in the same mind the independent language assumption: the language of the L2 learner considered as a system of language in its own right rather than as a defective version of the target language (sometimes called ‘interlanguage’).
第二语言是在母语之外学习的一门语言。
多语能力是指具备一门以上语言的知识；第二语言学习者的语言是一个独立的语言系统（有时也称之为“中介语”），而不是目的语的变体。 1. Language teaching （语言教学）
There is no easy link between L2 learning research and language teaching methods. Second language acquisition research does not provide a solution that can instantly be applied to the contemporary classroom.
第二语言学习的研究和语言教学方法并非直接相关。第二语言习得的研究没有给课堂教学提供一个可以直接采用的方法。 2. L1 acquisition （第一语言的习得）
L2 learning is not necessarily the same as L1 acquisition. Second language learners in fact are different from children learning a first language since there is already one language present in their minds.
第二语言的学习与第一语言的习得不一定相同。第二语言学习者和学习第一语言的孩子不同，因为第二语言学习者的头脑中已经有了一门语言。 3. Transfer of the L1 （第一语言的迁移）
L2 learning is more than the transfer of the L1. One view of L2 learning sees its crucial element as the transfer of aspects of the L1 language onto the L2. But the
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圣才电子书 www.100xuexi.com 十万种考研考证电子书、题库视频学习平台 importance of such transfer remains to be established through properly balanced research.
第二语言的学习不只是第一语言的迁移。有观点认为第一语言的迁移是影响第二语言学习的重要因素，但迁移的重要性有待证实。
4. Independent language systems （独立的语言系统）
At each stage learners have their own language systems. Learners are not willfully distorting the native system but are inventing a system of their own.
学习者在每一个阶段都有自己的语言系统。学习者不是有意改变本族语的体系，而是创造自己的语言系统。
5. Technique analysis （技术分析）
(1) The background assumptions
A. Physical situation (equipment, group size, teacher resources) B. The students (age, motivation)
C. The teacher (teaching style, training, etc.)
D. Joint assumptions by teacher and students (goals of teaching, classroom expectations)
(2) Language input A. How much;
B. Discourse or fragments; C. Authentic or non-authentic; D The role of the teacher’s language. (3) Activities
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Vivian Cook《第二语言学习与教学》笔记和课后习题详解【圣才出品】
